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150 YEARS of 

DARTMOUTH 

COLLEGE 




eieazar WheelocJ^, J.'B., T>:D. 



Pioneer and Founder 
First President of Dartmouth College, 1769-1779 



-s. 



i^ YEARS of 
DARTMOUTH 
COLLEGE 



^n (^Account of 

the Qelebration of the Sesqui-Centennial Anniversary 

of the Founding of the College, together with 

Illustrations of the Events of the Occasion^ 

of the 'buildings of the Qollege in the 

year Kpig^and of its Oficers 

of<iyIdministration and 

Instruction 



X 



Published by the Trustees at Hanover, New Hampshire, in June, 1921 

under the General Editorial Direction of 

Homer Eaton Keyes, Business Director, and 

Eugene Francis Clark, Secretary, of the College. 



Trmtedjor TyivMOUTH QDlLeQE 
at/tke Tinl^kamTress of 
XoJtonMass. ' 



V^ 






x-i 't ^x 7 A 



X 2- 



/JO Tears of DARTMOUTH College 



PREFATORY NOTE 

IN the year 1969 Dartmouth College will be two hundred years old. The occasion 
will be one fit for rejoicing. There will doubtless be rejoicing, and, therewithal, a 
celebration, which will be preceded by much planning. To the end of assuring 
the complete satisfaction of all concerned, various and weighty committees will be 
constituted. They will spend much time in earnest discussion as to what portion of 
the forthcoming exercises shall be devoted to historic pageantry illustrating, to the 
eyes' enchantment, the great career of Dartmouth through admiring decades; 
what part devoted to adequate oratory calculated to enliven the spiritual percep- 
tions of the undergraduates, alumni and friends of the institution, and, thereby, to 
deepen their respect for eciucation in general and for Dartmouth education in 
particular. 

Some of those who gleefully attended the celebration of the one hundred and 
fiftieth anniversary of the founding of the College, and at that time conducted 
themselves with the becoming joviality and sprightliness of youth, will now hobble 
into the arena of the two hundredth, to smile toothless response to the plaudits of a 
new generation of the gleeful. But beyond bearing enthusiastic witness to the fact 
that the one hundred and fiftieth was a great event, these survivors of an earlier 
era will be of no great value as historical documents. In short, while they will achieve 
high success as exhibits, they will, as reminiscent advisers to planning committees, 
prove considerably worse than nothing. 

To accomplish what, some fifty years hence, these amiable but helpless gentle- 
men will be quite incapable of accomplishing — to serve as guide, councilor and 
friend to the committee in charge of the two hundredth anniversary celebration of 
the College — is the humble purpose of this volume. 

On that basis alone it must at once be admitted that its publication is, perhaps, 
forty-seven years premature. For that fact, however, no apology is offered. The one 
hundred and fiftieth anniversary of the founding of Dartmouth College was an 
event possessed of considerable intrinsic interest, entirely apart from that of serving 
as a precedent, or a warning, for subsequent, similar occasions. 

It is worth while, too, to seize upon and mirror permanently, if possible, the 
momentary aspect of the College at one and one-half centuries of age. That feat it 
was the original intention of this book to perform. To show just what manner of 
place was Dartmouth at this particular date, to present its visible features — its 
buildings, its circumambient landscape, its governing board, its faculty, its student 
populace — was an interesting and laudable intention. And with it was to go a 
transcript of the wisdom and the sentiment of the day as expressed in the speeches 
of sons of the College and friends of the sons. 



13^ Tears of Dartmouth College 

Many circumstances — among them the impossibility of obtaining complete 
series ot photographs, and with it an excessive delay in securing many that eventu- 
ally came to hand — have warped the plan and dulled the enthusiasm with which 
it was first undertaken. The book still presents Dartmouth as of 1919; but it does 
not present it with the perfect completeness which had been the hope and the ambi- 
tion of those responsible for it. 

Yet it will serve somewhat as a monument, albeit a truncated one, to a great 
event. It may, in a measure, amuse the curious, intrigue the studious, admonish 
the reverent. That indeed is the function of all monuments. And this one, be it 
remembered, while nominally celebrant of 1919, is dedicated to the enlightenment 
of 1969. May the Honorable Committee in charge in that forthcoming day and gen- 
eration accept the kindly wish which such dedication implies! 

Homer Eaton Keyes, 
Executive Secretary jnr the Sesqui-Centennial Committee. 



[8] 



/JO Tears of DARTMOUTH College 



CONTENTS 

Page 

Officers OF Administration AND Instruction ii 

The General Program 36 

Sesqui-Centennial Committees 38 

Sesqui-Centennial Delegates and Guests 41 

The 150TH Anniversary of the Founding of Dartmouth College 

Why Dartmouth College Celebrated 51 

Prologue: The Sesqui-Centennial 67 

Exercises of Dartmouth Night 77 

Sesqui-Centennial Sermon 104 

Exercises IN Webster Hall 113 

Sesqui-Centennial Dinner 147 

Educational Conferences 169 



9] 



1^0 Tears of DARTMOUTH College 



OFFICERS OF ADMINISTRATION AND INSTRUCTION 

OF DARTMOUTH COLLEGE 

1919-1920 

TRUSTEES 

Ernest Martin Hopkins, Litt.D., LL.D., President 
John King Lord, Ph.D., LL.D., Clerk of the Board . Hanover, N. H. 

His Excellency John Henry Bartlett, A.B. {ex officio), Portsmouth, N. H. 
Frank Sherwin Streeter, LL.D. .... Concord, N. H. 



Benjamin Ames Kimball, A.M. 
Lewis Parkhurst, A.M. . 
Henry Bates Thayer, A.M. 
Albert Oscar Brown, A.M. 
John Martin Gile, A.M., M.D. 
Henry Lynn Moore, A.M. 
Edward Kimball Hall, A.M. . 
Sanford Henry Steele, LL.M. 



Concord, N. H. 

Winchester, Mass. 

New York, N. Y. 

Manchester, N. H. 

Hanover, N. H. 

MinneapoHs, Minn. 

Montclair, N. J. 

New York, N. Y. 



Officers of 
zAdministra- 
tion and 
Instruction 
1919 



£x Officio Trustees of the QoUege in Relation to Funds (fiven by the 

State of New Hampshire 

Councillors 
*HoN. Stephen W. Clow, Wolfeboro 
*HoN. Arthur G. Whittemore, Dover 
*Hon. John G. Welpley, Manchester 
*HoN. Windsor H. Goodnow, Keene 
*Hon. John H. Brown, Concord 



T^he President of the Senate 
*HoN. Arthur P. Morrill, Concord 



T'he Speaker of the House of Representatives 
*HoN. Charles W. Tobey, Temple 



'T'he Chief Justice of the Supreme Court 
*HoN. Frank N. Parsons, Franklin 



♦Portraits of those whose names are starred have not been obtainable for publication. 



[II] 



/JO Tears of Dartmouth College 



Officers of 
'Administra- 
tion and 
Instruction 
1919 



VISITORS ON THE CHANDLER FOUNDATION 

*David Herbert Andrews, A.M., Newton Centre, Mass. 
*Daniel Blaisdell Ruggles, B.S., LL.B., Boston, Mass. 



OVERSEERS OF THE THATER SCHOOL 

The President of Dartmouth College 

*JoNATHAN Parker Snow, C.E., 
Boston, Mass. 

*Prof. Gustav Joseph Fiebeger, 
West Point, N. Y. 



*Otis Ellis Hovey, C.E., 

New York, N. Y. 

*Prof. Robert Fletcher, Ph.D.,D.Sc., 
Hanover, N. H. 



♦Portraits of those whose names are starred have not been obtainable for publication. 



[12] 



I S o Tears of Dartmouth College 



OFFICERS OF ^JlT>MINISTRATIOU^ 



Ernest Martin Hopkins, Litt.D., LL.D., President 



Craven Laycock, A.M. 
Dean of the College 



Howard Murray Tibbetts, A.M. 

Registrar of the College 



Francis Joseph Neef, Ph.B. 
Assistant Registrar 



Homer Eaton Keyes, A.M. 
Business Director 



Halsey Charles Edgerton, B.S., M.C.S., C.P.A. 

T'reasurer of the College, and Supervisor of 
Outing Club Camps and 'Trails 



*Harry Artemas Wells, B.S., C.E. 

Superintendent of Buildings and Grounds 

Arthur Perry Fairfield, A.B. 

Manager of the Hanover Inn and of the 
Dartmouth Dining Association 



^Nathaniel Lewis Goodrich, A.M., B.L.S. 

Librarian 

*Harold Goddard Rugg, A.B. 

Assistant Librarian 



Officers of 
'^Administra- 
tion and 
Instruction 
1919 



John Martin Gile, A.M., M.D. 
Dean of the Medical School 

Colin Campbell Stewart, Ph.D. 

Secretary of the Medical School 

Charles Arthur Holden, B.S., C.E. 

Director of the Thayer School of Civil 
Engineering 

William Rensselaer Gray, B.L., M.C.S. 

Dean of the Amos Tuck School of 
Administration and Finance 

Gilbert Hutchinson Tapley, B.S., M.C.S. 

Secretary of the Tuck School 

Eugene Francis Clark, Ph.D. 

Secretary of the College 

Howard Nelson Kingsford, A.M., M.D. 

Medical Director 

Ralph Joseph Richardson, B.S. 
Secretary of the Christian Association 



♦Portraits of those whose names are starred have not been obtainable for publication. 
' [13] 



/JO Tears of Dartmouth College 



Officers of 
'Administra- 
tion and 
Instruction 
igig 



OFFICERS OF INSTRUCTIONAL 

The Academic Faculty t 



*WiLLiAM Jewett Tucker, D.D., LL.D. 

President, Emeritus 

*Charles Franklin Emerson, A.M. 
Dean, Eme7~itus 

*Charles Parker Chase, A.M. 
Treasurer, Emeritus 

John King Lord, Ph.D., LL.D. 

Daniel Webster Proefssor of tJie Latin Language 
and Literature, Emeritus 

*Thomas Wilson Dorr Worthen, A.M. 
B. P. Cheney Professor of Mathematics, 
Emeritus 

*Gabriel Campbell, M.Pd., D.D. 
Stone Professor of Intellectual and 
Moral Philosophy, Emeritus 

*James Fairbanks Colby, A.M., LL.D. 

Parker Professor of Law and Political Science, 
Emeritus 

Edwin Julius Bartlett, D.Sc, M.D. 

New Hampshire Professor of Chemistry 

George Dana Lord, A.M. 

Professor of Classical Archaeology , and 
Associate in Greek 

Charles Darwin Adams, Ph.D. 

Lawrerice Professor of the Greek Language 
and Literature 

William Patten, Ph.D. 

Professor of Biology (Zoology') 

Herbert Darling Foster, Litt.D. 
Professor of History 

Fred Parker Emery, A.M. 
Professor of English 

John Hiram Gerould, Ph.D. 

Professor of Biology [Zoology) 

Louis Henry Dow, A.M. 

Edward Tuck Professor of the French Language 
and Literature 



Harry Edwin Burton, Ph.D. 

Daniel Webster Professor of the Latin Language 
and Literature \ 

Ashley Kingsley Hardy, Ph.D. 

Professor of German, and Instructor in 
Old English 

John Merrill Poor, Ph.D. 

Professor of Astronomy 

Warren Austin Adams, Ph.D. i 

Professor of German 

Gordon Ferrie Hull, Ph.D. 
Appleton Professor of Physics 

William Kilbourne Stewart, A.M. 
Professor of Comparative Literature 

Richard Wellington Husband, A.M. 
Associate Dean 

*Prescott Orde Skinner, A.M. 

Professor of the Romance Languages 
[French and Italian) 

Charles Ernest Bolser, Ph.D. 

Professor of Organic Chemistry 

John William Bowler, A.M., M.D. 

Professor of Hygiene and Physical Education, 
and Director of the Gymnasium 

Leon Burr Richardson, A.M. 
Professor of Chemistry 

Norman Everett Gilbert, Ph.D. 

Professor of Physics 

Colin Campbell Stewart, Ph.D. 
Brown Professor of Physiology 

Charles Albert Proctor, Ph.D. 

Professor of Physics 

Charles Ramsdell Lingley, Ph.D. 
Professor of History 

Eugene Francis Clark, Ph.D. 

Professor of German 



•Portraits of those whose names are starred have not been obtainable for publication. Portraits are arranged alphabetically, 
t Arranged, with the exception of emeritus officers, in order of service in Dartmouth College. Members of the Faculty whose service 

began in the same year are arranged by academic seniority. 



[14 



/jc Tears of Dartmouth College 



OFFICERS OF INSTRUCTION— Continued 



James Walter Goldthwait, Ph.D. 

Hall Projessor of Geology, and Curator of the 
Butterfield Museum 

*WiLMON Henry Sheldon, Ph.D. 

Stone Professor of Intellectual and Moral 
Philosophy 

Charles Nelson Haskins, Ph.D. 
Prof essor of Mathematics on the Chandler 
Foundation 

Curtis Hidden Page, Ph.D. 

Winkley Professor of Etiglish 

John Wesley Young, Ph.D. 

B. P. Cheney Professor of Mathematics 

Erville Bartlett Woods, Ph.D. 

Professor of Sociology 

Chester Arthur Phillips, Ph.D. 
Professor of Economics 

Frank Maloy Anderson, A.M. 
Professor of History 

Henry Thomas Moore, Ph.D. 

Professor of Psychology 

James Parmelee Richardson, A.M., LL.B. 
Parker Professor of Law and Political Science 

William Hamilton Wood, Ph.D., B.D. 

Phillips Professor of Biblical History and 
Literature 

Leonard Beecher McWhood, A.M. 

Professor of Music 

Albert Henry Washburn, A.M., LL.B. 
Professor of Political Science and 
International Law 

RivERDA Harding Jordan, Ph.D. 

Professor of Education 

William Alexander Robinson, Ph.D. 

Professor of Political Science 

Howard Douglas Dozier, Ph.D. 

Professor of Economics 



Malcolm Keir, Ph.D. 
Professor of Economics 

Lemuel Spencer Hastings, A.B., B.D. 
Willard Assistant Professor of Rhetoric 
and Oratory 

Arthur Houston Chivers, Ph.D. 

Assistant Professor of Biology {Botany) 

Leland Griggs, Ph.D. 

Assistant Professor of Biology {Zo'ology) 

Arthur Herbert Basye, Ph.D. 

Assistant Professor of History 

Francis Joseph Neef, Ph.B. 
Assistant Professor of German 

Ralph Dennison Beetle, Ph.D. 

Assistant Professor of Mathematics 

Ernest Roy Greene, A.M. 

Assistant Professor of the Romance Languages 
{JPrench and Spanish) 

Francis Lane Childs, Ph.D. 

Assistant Professor of English 

Raymond Watson Jones, Ph.D. 
Assistant Professor of German 

Harry Livingstone Hillman 

Assistant Professor of Physical Education, 
and Recreational Director 

Arthur Bond Meservey, A.B., B.S. 
Assistant Professor of Physics 

Warren Choate Shaw, A.M. 

Evans Assistant Professor of Public Speaking 

Peter Staub Dow, C.E. 

Assistant Professor of Graphics atid 
Engineering 

Earl Gordon Bill, Ph.D. 

Assistant Professor of Mathematics 

*Foster Erwin Guyer, A.M. 
Assistant Professor of French 



Officers of 
Administra- 
tion and 
Instruction 
1919 



■"Portraits of those whose names are starred have not been obtainable for publication. Portraits are arranged alphabetically. 



15 



1 5 o Tears of DARTMOUTH College 



Officers of 
■Administra- 
tion and 
Instruction 
1919 



OFFICERS OF INSTRUCTION— Continued 



Frank Millett Morgan, Ph.D. 
Assistant Professor of MatJiematics 

George Breed Zug, A.B. 

Assistant Professor of Modern Art 

David Lambuth, A.M. 

Assistant Professor of English 

Louis Clark Mathewson, Ph.D. 
Assistant Professor of Mathematics 

Shirley Gale Patterson, Ph.D., LL.B. 

Assistant Professor of Romance Languages 

Andrew Jackson Scarlett, Jr., Ph.D. 

Assistant Professor of Chemistry 

Kenneth Allen Robinson, A.M. 
Assistant Professor of English 

William Kelley Wright, Ph.D. 
Assistant Professor of Philosophy 

Chester Hume Forsyth, Ph.D. 

Assistant Professor of Mathematics 

"Louis Lazare Silverman, Ph.D. 
Assistant Professor of Mathematics 

Leonard Dupee White, A.M. 

Assistant Professor of Political Science 

William Stuart Messer, Ph.D. 
Assistant Professor of Latin 

Waldo Shumway, Ph.D. 
Assistant Professor of Biology 

Royal Case Nemiah, Ph.D. 
Assistant Professor of Latin 

Elden Bennett Hartshorn, B.S. 

Instructor in Chemistry 

Jules Claude Roule 

Instructor in French 

Patrick Joseph Kaney 

Instructor in Physical Education 

Frederick Smyth Page, M.S. 
Instructor in Biology {Botany) 

Howard Floyd Dunham, A.M. 
Instructor in French 



Harold Edward Washburn, A.M. 
Instructor in Romance Languages 

*Fletcher Low, A.M. 

Instructor in Chemistry 

Courtney Bruerton, Ph.D. 
Instructor in Romance Languages 

Lewis Dayton Stilwell, A.M. 
Instructor in History 

William Bolster Pierce, B.S. 

Instructor in Physics 

Warren Edward Montsie, B.S. 
Instructor in German 

*Charles Leonard Stone, A.B. 

Instructor in Psychology 

John Joseph Sexton, A.B. 

Instructor in Romance Languages 

George Raffalovich, B.esL. 

Lecturer in French 

*Leonard Chester Jones, D.esL, 

Instructor in History 

Thomas Edward Steward, A.B. 

Instructor in English 

William Doty Maynard, A.M. 
Instructor in Romance Languages 

Hewette Elwell Joyce, A.M. 
Instructor in English 

Joseph William Tanch, Ph.D. 

Instructor in Mathematics 

Robert Otheo Conant, A.B. 

Instructor in Romance Languages 

Adam Raymond Gilliland, A.M. 

Instructor in Psychology 

*John Brooks Moore, A.M. 

Instructor in English 

Allen Pierce Richmond, Jr., C.E. 

Instructor in Graphics 

Walter Earl Spahr, A.M. 
Instructor in Economics 



♦Portraits of those whose names are starred have not been obtainable for publication. Portraits are arranged alphabetically. 

[16] 



/JO Tears of Dartmouth College 



OFFICERS OF INSTRUCTION— Continued 



Bancroft Beatley, A.M. 

Instructor in Education 

Ray Victor Leffler, A.M. 

Instructor in Economics 

Leslie Ferguson Murch, A.B. 
Instructor in Physics 

William Benfield Pressey, A.M. 

Instructor in Erjglish 

*Irving Chellis Story, A.M. 
Instructor in English 

Jacob Garabrant Neafie Mitchell, A.M. 

Instructor in English 

*Anton Adolph Raven, A.M. 

Instructor in English 



*Percy Austin Fraleigh, A.M. 

Instructor in Mathematics 

Harris Marshall Chadwell, B.S. 

Instructor in Chemistry 

Harwood Lawrence Childs, A.B. 

Instructor in Public Speaking 

*John Emil Rosnell, B.S. 

Instructor in Chemistry 

*Orestes Vera, A.B. 

leaching Fellow in Spanish 

*Robert Fish, B.S. 

Teaching Fellow in Economics 

*Charles Raymond Cronham 
Assistant in Music 



Officers of 
^Administra- 
tion and 
Instruction 

1919 



The z!Medical Faculty 



*Charles Beylard Guerard de Nancrede, 
M.D., LL.D. 

Professor of Surgery and Clinical Surgery, 
Eyneritus 

*George Adams Leland, A.M., M.D. 
Professor of Otolaryngology., Emeritus 

*Tilghman Minnour Balliet, A.m., M.D. 

Professor of Therapeutics, Emeritus 

Edwin Julius Bartlett, A.M., M.D. 
Professor of Chemistry 

William Patten, Ph.D. 

Professor of Biology {Zoology) 

Gilman Dubois Frost, A.M., M.D. 

Professor of Clinical Medicine 

John Martin Gile, A.M., M.D. 

Dean and Professor of Clinical Surgery 

Percy Bartlett, A.B., M.D. 

Professor of Surgery 



Colin Campbell Stewart, Ph.D. 

Secretary and Brown Professor of Physiology 

Charles Ernest Bolser, Ph.D. 

Professor of Chemistry {Academic Department) 

Howard Nelson Kingsford, A.M., M.D. 

Professor of Pathology and Bacteriology 

Frederic Pomeroy Lord, A.B., M.D. 

Professor of Anato?ny 

Kenneth Noel Atkins, A.M. 
Assistant Professor of Bacteriology 

*OscAR Bowen Gilbert, A.B., M.D. 

Assistant Professor of Pharmacology 

*Harry Tapley Johnson French, M.S. 

Instructor in Ayiatomy 

*Bartlett Chauncey Shackford, B.S., M.D. 

Instructor in Anatomy 



•Portraits of those whose names are starred have not been obtainable for publication. Portraits are arranged alphabetically. 



17] 



/jc Tears of Dartmouth College 



Officers of 
^Administra- 
tion and 
Instruction 
igig 



OFFICERS OF INSTRUCTION— Continued 



The Thayer School Faculty 



Charles Arthur Holden, B.S., C.E. 

Professor of Civil Engineering 

*Frank Eugene Austin, B.S. 

Professor of Electrical Engineering 

Raymond Robb Marsden, B.S., C.E. 
Professor of Civil Engineeriyig 



Allen Pierce Richmond, Jr., B.S., C.E. 

Assistant Professor of Civil Engineering 

Sidney Lee Ruggles, A.B., C.E. 

Instructor in Civil Engineering 



The Tuck School Faculty 



''Harlow Stafford Person, Ph.D. 
Professor of Business Organization and 
Management 

William Henry Murray, A.B. 
Professor of Modern Languages 

William Rensselaer Gray, B.L., M.C.S. 
Dean and Professor of Accounting 

Chester Arthur Phillips, A.M. 
Professor of Banking 

Harry Richmond Wellman, A.M. 
Professor of Marketing 

Nathaniel George Burleigh, A.B., M.C.S. 

Professor of Business Organization and 
Management 



Roy Brackett, A.B., M.C.S. 

Assistant Professor of Commercial Law 

Gilbert Hutchinson Tapley, B.S., M.C.S. 

Secretary and Instructor in Statistics and 
Commerce 

*James Paddock Taylor, A.B. 

Lecturer and Supervisor of Field Work; 
Commercial Executive Practice 

Howard Douglas Dozier, Ph.D. 

Professor of Economics {Academic Department) ) 

Malcolm Keir, Ph.D. 

Professor of Economics {Academic Department) ) 



•Portraits of those whose names are starred have not been obtainable for publication. Portraits are arranged alphabetically. 



[i8] 



ISO Tears of Dartmouth College 




T)artmouth 
Qo liege 
T* or traits 

Officers of 
'Administra- 
tion and 
Instruction 
1919 



Ernest JkCartin Hopkins, J^tt.T)., J^I^D. 

President oTDartmouth College 1916- 



C\ y^ 



T>artmouth 

College 

T* or traits 

The Trustees 
igig 



15 


Tears 


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Dartmouth 


College 


p^«« 








o^««»w««^ 





Cniest 


Henry 


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Hop {ins 


<JX(oore 



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John <J}(Cartin Qile 



ISO Tears of Dartmouth College 





rs^ T>artmouth 
'\ College 
' T^ortraits 

The Trustees 
1919 



Cdzvard J^zvis 

K^nhall T*arkhurst 
Hall 



John I 

Henry | 
'Bart left i 




fiAlbert Oscar Brozvn 



Benjamin zAmes K^nhall 



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i*^?^ N'"^ 



1^0 Tears of Dartmouth College 



T)artmouth 
College K 
T*ortraits '} 

Officers of \\ 

zAdministra- \ 

tion and \ 

Instruction 'i 

igig 




I S ^ Tears of Dartmouth College 





T)artmouth 
(College 
T' or traits 

Officers of 
% zAdministra- 
tion and 
Instruction 
1919 



£. Qordon "Bill Charles €. 'Bolser John W. "Bowler 





'Ti^y 'Bracl^ett Qourtney "Bruerton ^T^thaniel Q. 'Burleigh 




Harry €. "Burton Harris <iM. Qhadwell Francis ^ £hilds 



I S o Tears of DARTMOUTH College 



'Dartmouth 
Q allege 
T* or traits \ 

Officers of , 
zAdministra- 
tion and 
Instruction ■ 
1919 




Harwood jQy (^hilds <iArthur H. Qhivers 



6 u gene F. Qlark 




Tiobert 0. Qonant 



J^uis H. Dow 



Teter S. T>o 



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I S o Tears of Dartmouth College 



Fred P. Emery 









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I'ilHHI 


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Qhester H. Forsyth 




oArthur F'. Fairfield Herbert D. Foster 






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John H. (^erould 




'Dartmouth 
Qollege 
F" or traits 

Officers of 
oy^dministra- 
tion and 
Fnstruction 
1919 



U\(^rmau £. Cjilbert lAdam Fi^Qillilaud James IF. Qoldtlizuait 



150 Tears of DARTMOUTH College 



T)artmouth 

College 

'Portraits 

Officers of 

zAdministra- 

tion and 

Instruction 

1919 




J^emuel S. Hastings Harry J^ Hillman 



Qharles oyf. Holden 



I S o Tears of Dartmouth College 




' ^Dartmouth 
College 
Portraits 

Officers of 
^Administra- 
tion and 
Instruction 
1919 



I{uhard W. Husband 1(aymond W. Jones 




13 r 



ears 



of Dartmouth College 



'Dartmouth \ 
College 
'T^ or traits 

Officers of 
(tAdministra- \ 
tion and 
Instruction 

1919 




T) alp id J^mbuth Qra^en J^aycock^ "Ray V. J^ffler 




Qharles T^^ngley Frederic P. J(^rd Qeorge T>. J^rd 




Raymond R^'JKtarsden J^guis Q. zMathewson William T). zMaynard 



1^0 Tears of DARTMOUTH College 




T)artmouth 
College 
T* or traits 

Officers of 
^Administra- 
tion and 
Instruction 
1919 



I S o Tears of Dartmouth College 



^Dartmouth 

(College 

T* or traits 

Ojficers of 

zAdministra- 

tion and 

Instruction 

igig 




Francis J. ^N^ef 




Frederick's. T'age 



'B^al Q. U^miak 



Q/rtis H. Tage 




William "Patten 



Shirley Q. "Patterson 




Chester <^. Thillips William S. Tierce 



John <JlfC. Poor 



■Mi^iJBHi 



1^0 Tears of DARTMOUTH College 




William S. T'ressey Qharles -iA. 'Proctor Qeorge T^a.ffalo'^ich 




James V. %khardson J^on S. %lchardson %alph J. ^ifhardson 






'Dartmouth 

College 

T'ortraits 

Officers of 
lAdministra- 
tion and 
Instruction 
1919 



zAllen P. Richmond Kenneth 'lA. -l^binson William zA. %obinson. 



/jc Tears of DARTMOUTH College 



T)artmouth 

College 

T'ortraits 

Officers of 

zAdministra- 

tion and 

Instruction 

1919 






- '•a »& -'. 8' Ji^ *t«a«»a!a f :< •• ! 






, xN ^'^ ^ ^^J^V^'^,■<£:^^ii^^ "> 




J. Qlaude lioule Sidney J^ l^uggles zAndrew J. Scarlett, Jr. 




John y. Sexton Wa7-ren Q. Shaw 



Waldo Shumway 




Walter 8. Spahr Thomas S. Steward Qolin Q. Stewart 



I S o Tears of Dartmouth College 





IVilliam E^Stezvart j^zvis'D. Stilzvell Joseph IF. Tanch 




gilbert H. Tapley Hozvard 'J^sC. Tibbetts '^Albert H. Washburn 




T>artmouth 

College 

'Portraits 

Officers of 
Administra- 
tion and 
Instruction 
1919 



Harold 8. JVashhurn Harry 'i^ Jrcllman I^onard T). JVhite 



13 r 



ears 



of Dartmouth College 



T)artmouth 

College 

T* or traits 

Officers of 

zAdministra- 

tion and 

Instruction 

1919 




irH/ia/ii H. Jl'ood Crville S. IVoods Ji'illiaw A^ fl'rig/it 



mm 





John U\ To u fig Qcorgc B. Zng 




15 


Tears 


of 


Dartmouth 


College 




















%xr,x:s^^^^^ 




Scenes from 
the Sesqui- 
Qentennial 



'Dartmouth Hall 

A replica of the old main hall which was built in 179I 
and destroyed by -fire in 1904 



1 5 '^ Tears of Dartmouth College 



The general THE GENERAL PROGRAM OF THE CELEBRATION 
Program ^^_, ,^^^ ^ ^^^^ ANNIVERSARY OF THE FOUNDING 

OF DARTMOUTH COLLEGE 



Friday, October 17 

Qollege Qreen^ at 7:30 p. m., Illumination and Torchlight 
Procession. 

The Tenty at 8: 15 p. m., Dartmouth Night. 

Saturday, October 18 

During the morning. College open for inspection. 
^J)((^oose'^J)(£ountain Qabin^2iX. 1 2:00 m., Outing Club Luncheon. 
^Alumni Oval, at 3:00 p. m., Football Game. 
Webster Hall, 2X 8:15 p. m., Presentation of "The Founders". 

Sunday, October 19 

White Qhurch, at i 1:00 a.m.. Anniversary Service. 

Sermon by the Reverend Ozora Stearns Davis of the Class of 1889, 
President of Chicago Theological Seminary. 

%ollins Qhapel, at 5:20 p. m.. Vesper Service. 
"^binson Hall, at 6:15 p.m.. Buffet Supper. 
%ollins Qhapel, at 8:15 p. m., Organ Recital. 

[36] 



ISO Tears of Dartmouth College 

Monday, October 20 The Qeneral 

T'rogram 

T^IIins Qhapel^ at 9: i 5 a. m., Morning Prayers. 

Webster Hall^ at 10:00 a.m., Anniversary Exercises. 

QollegeGlreen^2it 1:00 p. m.. Luncheon and Incidental 
Pageant. 

Qollege^uildings^ at 3:30 p. m., Educational Discussions. 
Qollege Hall^ at 7:30 p.m.. Dinner to Guests. 



[37] 



1^0 Tears of Dartmouth College 



Sesqui- COMMITTEES FOR THE SESQUI-CENTENNIAL 

Qentennial 

(^ommittees Pqj. arranging the Anniversary Program and for carrying it into execution a General 
Committee representing trustees, alumni and faculty was chosen. 
This Committee in turn selected, to devise and carry out the 
detailed program, committees mainly/ro;% the faculty. 



GENERAL COMMITTEE 



President and Chairman 
President Ernest Martin Hopkins 

Executive Secretary 
Business Director Homer Eaton Keyes 



Representing the Alumni 

The Honorable Clarence Belden Littl' 
Mr. Joseph William Gannon 
Mr. Natt Waldo Emerson 



Representing the 'T'rustees 
The Honorable Frank Sherwin Streeter 
Mr. Lewis Parkhurst 
Albert Oscar Brown, Esquire 



Representing the Facuhy 
Professor Harry Edwin Burton 
Professor James Parmelee Richardson 
Professor Leon Burr Richardson 



College Marshal 
Professor Eugene Francis Clark 

Honorary Marshal 
General Joab Nelson Patterson of the Class of i860 

Senior Marshal 
Norman Byron Richardson 



Assisted by 
Professor Richard Wellington Husband 
Professor Charles Albert Proctor 
Mr. Russell Raymond Larmon 



Professor Charles Ernest Bolser 
Professor Harry Edwin Burton 
Professor Ashley Kingsley Hardy 



SPECIAL COMMITTEES 

On Publicity 
Mr. Joseph William Gannon, Chairman 

On Alumni Participation 
Mr. Natt Waldo Emerson, Chairman 

On Entertainment 
Professor Richard Wellington Husband, Chairman 
Professor William Kilbourne Stewart 
Professor Charles Ramsdell Lingley 

[38] 



I 



ISO Tears of Dartmouth College 



SPECIAL COMMITTEES — Continued 



On Dartmouth Night 
Professor Eugene Francis Clark 

Chairman 
Mr. Morrill Allen Gallagher, Alumni Marshal 
Mr. Richard Farnsworth Paul, Assistant Marshal 



Reception of Guests 
Professor Leon Burr Richardson 

Chairman 
Professor Frank Millett Morgan 
Professor Warren Choate Shaw 



Sesqui- 

Qentennial 

(Committees 



On Educational Round Table Discussions 
Group I Group II 



Professor Prescott Orde Skinn er, Chairman 
Professor George Dana Lord 
Professor Harry Edwin Burton 



Professor John Merrill Poor, Chairman 
Professor Charles Ernest Bolser 
Professor James Walter Goldthwait 
Professor Charles Nelson Haskins 



Group III 



Professor James Parmelee Richardson, Chairman 
Professor Herbert Darling Foster 
Professor Chester Arthur Phillips 
Professor Henry Thomas Moore 



On Luncheon and Dinner 
Professor Harry Edwin Burton, Chairman 
Professor Charles Albert Proctor 
Mr. Arthur Perry Fairfield 
Mr. Howard Murray Tibbetts 



On Outing Club Hospitality 
Reverend John Edgar Johnson 

Honorary Chairman 
Professor Leland Griggs, Chairman 
Professor John Merrill Poor 
Professor Colin Campbell Stewart 



On Historical Episodes 
Professor Francis Lane Childs, Chairman 
Professor Arthur Herbert Basye 
Mr. Joseph Hillyer Brewer '20 
Mr. Edward Munroe Curtis '20 
Mr. Lawrence Drake Milligan '20 

On Football and Operetta 
Mr. Horace Gibson Pender, Chairman 



Organist and Choir Master 
Professor Leonard Beecher McWhood 



Representing the Student Body 
The Membership of Palaeopitus, Consisting of the Following Seniors 
Earl Harrington Bruce Carl Elbridge Newton 

Jackson Livingston Cannell • Reuel George Phillips 

Warren Stetson Gault Norman Byron Richardson 

Eugene Stone Leonard Richard Cheever Southwick 

Stanley Jacob Newcomer Arthur Warren Stockdale 

Band music for the events of Monday supplied by Nevers' Regimental Band, 
conducted by Mr. Arthur F. Nevers, of Concord, New Hampshire. 



39] 



'Dartmouth 
College I 

The College '1 
T*lant in % 
1919 



15 


Years 


of 


Dartmouth 


College 


^--^-^ 


-^^my<ms^'-mr<^m^. 


-' 








The Medical School and 
J^thati Smith ^horatory 



I S ^ Tears of Dartmouth College 



THE DELEGATES AND REPRESENTATIVE GUESTS Sesqui- 

I cyitcyirTitdl 
IN ATTENDANCE AT THE T>elegates and 

SESQUI-CENTENNIAL CELEBRATION ^''''^' 

INVITATION to participate in the exercises of the Sesqui-Centennial was ex- 
tended to academic institutions associated with Dartmouth by virtue of simi- 
larity in time and circumstances of foundation, by virtue of present community 
of interest, or by virtue of distinction in parallel lines of educational endeavor. Par- 
ticipation took the form of representation, in many instances, by the president and 
a faculty member from the institution. 

The State of New Hampshire, various governing bodies of the Associated 
Schools of Dartmouth and of the alumni were likewise represented by delegates. 
The list here follows. In addition were various individual guests specially invited. 



Representing the State of New Hampshire 

His Excellency John Henry Bartlett, A.M., 
Governor of New Hampshire, together with 
his Staff 

George Higgins Moses, A.M., United States 
Senator from New Hampshire 

Arthur Putnam Morrill, Ph.B., President 
of the Senate 

Charles William Tobey, Speaker of the 
House of Representatives 

Frank Nesmith Parsons, LL.D., Chief 
Justice of the Supreme Court 

Ernest Warren Butterfield, A.B., Com- 
missioner of Education 

John Corbin Hutchins, Member of the 
State Board of Education 

Wilfrid J. Lessard, Member of the State 
Board of Education 

Representing Educational Institutions 

Harvard University 
Irving Babbitt, A.M., Professor of French 

Literature 
Felix Frankfurter, LL.B., Professor of Law 

Yah University 
Frederick Scheetz Jones, LL.D., Dean 
Ernest Fox Nichols, Sc.D., LL.D., Professor 
of Physics 



Harry Benjamin Jepson, M.A., Professor of 
Applied Music 

University of Pennsylvania 
John Frazer, A.M., Ph.D., Dean of the 
Towne Scientific School 

Princeton University 
William Francis Magie, Ph.D., LL.D., 

Dean of the Faculty 
Gordon Hall Gerould, B.Litt. (Oxon.), 

Professor of English 

Columbia University 
William Henry Carpenter, Ph.D., Provost 
of the University 

Brown University 
William Herbert Perry Faunce, D.D., 

LL.D., President 
Francis Greenleaf Allinson, A.M., Ph.D., 

Professor of Greek Literature and History 

Rutgers College 
Leigh Wadsworth Kimball, Assistant Pro- 
fessor of Romance Languages 

Utjiversity of North Carolina 
Lester Alonzo Williams, A.M., Ph.D., 
Professor of School Administration 



41 1 



'Dartmouth 
College 

The Qollege 

T'lant in 

1919 



15 


Tears of Dartmouth 


College 


„^*,«^ 


te->ci ^^.^M .-^■'i^i^St. «>^^m^---i^..,is^s>^-im^-^-.»ii Xi" »x'*«;r^'s<w 


Z'^^c^u^^^imr'M. •x,.~*r,^-x 




1^0 Tears of Dartmouth College 



University of Vermont 
Guy Winfred Bailey, A.B., Acting President 
Frederick Tupper, Ph.D., L.H.D., Professor 
of the English Language and Literature 

Williams College 
George Edwin Howes, A.M., Ph.D., Garfield 

Professor of Ancient Languages 
Robert Longley Taylor, Ph.D., Professor of 

the Romance Languages 

Middlebury College 
John Martin Thomas, D.D., LL.D., Litt.D., 

President 
DuANE Leroy Robinson, A.M., Professor of 

French 

Hamilton College 
Frederick Carlos Ferry, LL.D., Sc.D., 

President 
Albro David Morrill, A.M., Professor of 

Biology 

Norwich University 
Herbert Rufus Roberts, A.M., D.C.L., 

Acting President (Dean of the Faculty and 

Professor of Latin and French) 
Kemp Russell Blanchard Flint, A.M., 

Professor of Political Science 

Amherst College 
Alexander Meiklejohn, A.M., Ph.D., 

LL.D., President 
Thomas Gushing Esty, M.A., Professor of 

Mathematics and Secretary of the Faculty 

'Trinity College 

Henry Augustus Perkins, M.A., Acting 
President 

Frank Cole Babbitt, Ph.D., Professor of 
the Greek Language and Literature, Regis- 
trar and Secretary of the Faculty 

Kenyon College 
Reverend Doctor William Hartley De- 
wart, 247 Berkeley Street, Boston, Mass. 

The Newton Theological Institution 

Winfred Nichols Donovan, D.D., Professor 

of Biblical Interpretation, Old Testament 

Wesleyan University 
George Matthew Dutcher, Ph.D., Vice- 
President, and Professor of History 



Oberlin College Sesqui- 

Charles Winfred Savage, A.M., Professor fentennial 



of Physical Education 

Hartford Seminary Foundation 
Charles Stoddard Lane, D.D., Secretary 

Mount Holyoke College 
Florence Purington, Litt.D., Dean 

Wheaton College 
Samuel Valentine Cole, A.M., D.D., LL.D., 

President 
Walter Oscar McIntire, Ph.D., Professor 

of Philosophy 

Tufts College 
John Albert Cousens, A.B., Acting President 
Charles Ernest Fay, A.M., Litt.D., Wade 

Professor of Modern Languages and Dean 

of the Graduate School 

The Pennsylvania State College 
Fred Lewis Pattee, M.A., Litt.D., Professor 
of English and American Literature 

Bowdoin College 
John Franklin Thompson, A.M., M.D., 
Professor of Diseases of Women, Bowdoin 
Medical School 

Paul Nixon, A.M., Professor of Latin and 
Dean 

Massachusetts Institute of Technology 
Frank Aydelotte, A.M., Professor of English 
Alfred Edgar Burton, Sc.D., Professor of 

Topographical Engineering and Dean of the 

Faculty 

Worcester Polytechnic Institute 
Arthur Willard French, C.E., Professor of 
Civil Engineering 

New Hampshire College of Agriculture and 

Mechanic Arts 
Ralph Dorn Hetzel, LL.D., President 
Charles Holmes Pettee, A.M., C.E., LL.D., 
Dean 

Carleton College 
Ambrose White Vernon, A.M., D.D. 



T^elegates and 
Quests 



[43] 



/jc Tears of Dartmouth College 



^Dartmouth 
College 

The College | 
T^lant in 
igig 




1^0 Tears of Dartmouth College 



Massachusetts Agricultural College 
Kenyon Leech Butterfield, A.M., LL.D., 

President 
Robert James Sprague, A.M., Ph.D., Head 

of Division of the Humanities and Professor 

of Economics and Sociology 

Boston University 
Alexander Hamilton Rice, Ph.D., Professor 
of Latin 

Smith College 

William Allan Neilson, A.M., Ph.D., Presi- 
dent 

Sidney Bradshaw Fay, Ph.D., Professor of 
European History 

Wellesley College 
Alice Van Vechten Brown, Professor of Art 

Radcliffe College 
Bertha May Boody, A.M., Dean 

Clark University 
Arthur Gordon Webster, Ph.D., D.Sc, 
LL.D., Professor of Physics 

Rhode Island State College 
Howard Edwards, LL.D., President 
Burt Laws Hartwell, M.S., Ph.D., Professor 
of Agricultural Chemistry 

Fairmount College 
Walter Huntington Rollins, D.D., Presi- 
dent 

Simmons College 
Curtis Morrison Hilliard, A.B., Associate 
Professor of Biology 

Clark College 
LoRiNG Holmes Dodd, Ph.D., Associate Pro- 
fessor of English 

Jackson College 
John Albert Cousens, A.B., Acting President 
Caroline Stodder Davies, A.M., Dean 



Connecticut College 
Benjamin Tinkham Marshall, A.M., B.D., 

President 
David Deitch Leib, A.M., Ph.D., Associate 

Professor of Mathematics and Physics 

Representing the Chandler Foundation 
Daniel Blaisdell Ruggles, B.S., LL.D. 

Representing the Overseers of the 
Thayer School of Civil Engineering 

Jonathan Parker Snow, C.E., Overseer 
Robert Fletcher, Ph.D., D.Sc, Overseer and 
Director Emeritus 

Representing the Alumni 
Fro77i the Council of the Alumni 
Clarence Belden Little, President 
Clinton Hill Moore 
Edward Henry Trowbridge 
William Moore Hatch 
Edward Wallace Knight 
Henry Patterson Blair 
Albion Benjamin Wilson 
Joseph William Gannon 
Homer Eaton Keyes 
Natt Waldo Emerson 
Eugene Francis Clark 
James Albert Vaughan 
Lafayette Ray Chamberlin 
David John Main 

From Officers of the Association of Alumni 
William Tabor Abbott, President 
Guy Andrews Ham, Vice-President 
Lafayette Ray Chamberlin, Vice-President 
Perley Rufus Bugbee, Treasurer 
George Gallup Clark, Executive Committee 
George Cram Agry, Executive Committee 

From the Association of Class Secretaries 
William Swan Dana, President 

From the Alumni Association of the Medical 

School 
Dr. Elmer Howard Carleton, President 



Sesqui- 
Qentennial 
T)elegates and 
(Quests 



45 



T)artmouth 
College 

The College 

T'lant in 

igig 



15 


Years 


"/ 


Dartmouth 


College 


^^^ ., s 






- _ ,,,sss>»^sta>5iX, >;ijir^- !>■_ 


. !- -v, ■,- , ,-, -^-<- . 




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J^ol{ing T)ozvii Tuck^ 'Z)r/>e 




-Jlloug '•JhCdin Street 



zy^iiothcr Section oj tlic T)ri\e 



1^0 Tears of Dartmouth College 



Representing the Student Body 

The Membership of Palaeopitus 

{See Committees) 

The Senior Class 
John Zack Jordan, President 
Arthur Warren Stockdale, Secretary 

The Junior Class 
Charles Robert Freeman, President 
John William Hubbell, Secretary 

The Sophomore Class 
Walter Henry Kopf, President 
Sumner Dudley Kilmarx, Secretary 

The Freshman Class 
Graham Whitelaw, President 
James Thomas Taylor, Secretary 



Representing the New Hampshire Sesqui- 

Historical Society Centennial 

Judge Charles Robert Corning, A.M., q^.i^^^tes aftd 

President ^ 

Otis Grant Hammond, A.M., Superintendent ^ 

Representing the Boston Museum of 
Fine Arts 

Arthur Fairbanks, Litt.D., Director 

Representing the New Hampshire Press 

George Levi Kibbee, A.M., The Manchester 
Union 

Representing the Wheelock Succession 

Edward Wheelock Runyon, Brooklyn, New 

York 
Walter Clark Runyon, Scarsdale, New 

York 



[47] 



The I 50th Anniversary of the Founding 
of Dartmouth College 



49 



ISO Tears of Dartmouth College 



Dartmouth 

College 

'Portraits 




"President Sine r it us William Jewett Tucker, T>.T)., Jl/QSD. 



President of Dartmouth College 189J-1909 



1^0 Tears of Dartmouth College 



WHY DARTMOUTH COLLEGE CELEBRATED 

By John King Lord, Professor Emeritus and Trustee oj Dartmouth College 

IF a stranger had come to Hanover on the afternoon of October 17, 19 19, and, 
having been fortunate enough to secure quarters at the Inn, had remained for 
several days, he would have found himself in the midst of an unusual celebration. 
And if, taking advantage of a beautiful autumnal day, he had walked about the 
village, he would have seen the ordinary life of the place, somewhat intensified, 
and the ordinary coming and going of the students, enlivening every corner, but 
also the arrival of many men, old and young, who greeted one another with more 
than ordinary warmth, and about whom there seemed to hang an atmosphere of 
subdued excitement and happy expectancy. 

A large tent, erected on the Green, indicated the preparation for an unusual 
gathering, and in reply to an inquiry as to its use, addressed to one whom he met, 
the stranger would have heard, "Oh, that is for Dartmouth Night." His uncer- 
tainty as to what such a "night" might be, would have been, at least partially, 
resolved if in the evening he had followed the crowd and entered the tent. He would 
have found it packed to its capacity with students and alumni of the College, who for 
two hours listened to speakers that sought to arouse an interest in the life, and to 
interpret the spirit, of the College. 

Later in the evening, we may imagine that, as he sat before an open fire in the 
lobby of the Inn, he entered into conversation with an elderly man beside him, 
who said, as the conversation naturally turned upon the crowds and the events 
of the evening, 

"Yes, I am a graduate of Dartmouth and I have come to attend its sesqui- 
centennial celebration." 

"Perhaps then," said the stranger, "as I am to be here for some days, you will 
tell me something about the College that will enable me better to appreciate the 
meaning of the celebration." 

"I will try to do so," said the graduate, "for the celebration is interesting 
from the fact that there are only six colleges in the country that antedate Dart- 
mouth and that can, therefore, have had such a celebration, and because the im- 
portance of the occasion lies both in a consideration of its history and of what it 
hopes to be and do. Of course, the present and the future must be the outgrowth 
of its past, and, so, you will not think it strange if I tell you something of the begin- 
nings that prepared the way for its development. 

"Dartmouth College was a product of the Great Awakening. Eleazar Wheel- 
ock, a minister of Lebanon, Connecticut, and prominent in the Awakening, formed 
the plan of Christianizing the Indians, not so much by sending white missionaries 
among them as by educating Indian boys and girls and sending them back to their 



The Story of 

One Hundred 

and Fifty 

Years 

"By <J)fCr. Lord 



51 



/jc Tears of Dartmouth College 



T)artmouth 
Q allege 

The College 

T*lant in 

1919 



S??^^ V^"a">^iC«^^^'*^;»ffl&-^^ '''•^^v^-^ ^-^i^ - 



<J\(Cassachiisetts Hall 
\from the Qampus 




Hitchcock^Hall 



1^0 Tears of DARTMOUTH College 

tribes to teach and to preach the gospel. The school, which he opened in his family The Story of 

for this purpose, was successful, gaining much support in this country and also One Hundred 

in England and Scotland, where one of his Indian pupils, Samson Occum, ordained and Fifty 

as a minister, made a decided impression. But the difficulty of bringing Indian Years 

pupils so far from their homes led Wheelock to determine to move his school to ^y ^^r. Lord 

a place nearer the Indian tribes, and after examination he settled upon New 

Hampshire. 

"Among other reasons for this conclusion was the favor of Governor John 
Wentworth, the last royal governor of the Province, who, in addition to other ■ 
benefits, gave him a charter of a college, most liberal in its provisions. Churchman 
though he was, perhaps because he was a churchman and feared the influence of 
dissenters, Wentworth made a condition that seven of the twelve trustees, of 
whom the governor was to be one, should be laymen, and also, in the interest of 
his Province, that eight of them should be residents of New Hampshire. Wheelock 
was the first president, and, except that he was allowed to nominate his own suc- 
cessor, subject to approval by the trustees, the government of the College was put 
into the hands of trustees, unlimited except in imposing any religious test. 

"Wheelock selected Hanover as a site for his infant institution, and perhaps. 
Sir, you will let your imagination picture its beginnings. His welcome was the 
primeval forest, giant pines on what is now the Green, deciduous trees on the rocky 
knoll of the observatory. Among the pines he built his first 'log hut' in the present 
College Yard, and a little later he erected on the Green two buildings, which have 
long since disappeared. His enterprise was that of the pioneer and was accompanied 
by the hardships that belong to that life, more than doubled by his being solely 
responsible for the College and the community that gathered about it. Upon him 
came the financial and physical support of the College, the development of plans 
for its increase and for securing friends for it, the establishing of relations with 
the Indian tribes, and the welfare of the village. 

"Twenty students at the beginning, rising to a hundred within five years, 
show the extent of his influence and the success of his efforts, but they increased 
his labors, for the operations of building, necessary for their housing, and of agri- 
culture, necessary for their feeding, demanded his constant attention, and this 
was made more difficult by the outbreak of the Revolution with the consequent 
loss of supplies from abroad and the withdrawal of Indian pupils. But owing, as he 
said, to the 'pure mercy of God' resources did not wholly fail and the College did 
not close its doors, as others did, from the alarms of war or the fear of Indian raids. 

"Wheelock was nearly sixty years old when, with the inspiration and courage 
of youth, he came to subdue the wilderness and plant a college within it. It is not 
strange that he died after nine years, worn out with his manifold labors; it is rather 
strange that he endured so long. 

"You can well understand, Sir, that a graduate is proud of the beginnings of 
the College. He likes to dwell upon its story of heroic times, of great men and 

[S3] 



150 Tears of Dartmouth College 



T)artmouth 
College 

The C^ll^S^ 
'Plant in 

1919 




ISO Tears of Dartmouth College 

great events, and to believe that the spirit of the founder has passed into the The Story of 
institution, and that his resolve of high adventure, his courage and undaunted One Hundred 
endurance have given substance to the traditions of the College. It is certain that and Fifty 
no other college has such an inspiring background. Years 

"Under John Wheelock, who succeeded his father in the presidency, Dart- Sy cJ^r. Lord 
mouth took a prominent position among the colleges of the country, for a score of 
years rivaling in numbers Harvard, Yale and Princeton. But the son was not the 
equal of the father, and after many years of successful administration, in which, 
in 1798, the Medical School was established by Dr. Nathan Smith, inherited auto- 
cratic traits, not counteracted by wide sympathies, led to a local controversy that 
broadened into the strife of political parties, in which the legislature of the State 
passed acts to change the charter of the College. The trustees refused to accept 
the change and the 'Dartmouth College Case,' with which you may be familiar, 
rose from their attempt to maintain at law their rights under the old charter. 

"Carried from the State courts to the Supreme Court of the United States, 
at Washington, it was argued there by Daniel Webster, the most distinguished 
son of the College, and the decision of the Court, delivered by Chief Justice Mar- 
shall and following the line of Webster's argument, that the acts of the legislature 
were unconstitutionalj being obnoxious to the provision for the inviolability of 
contracts, restored the College to its rights and justified Mr. Hopkinson, Webster's 
associate in the case, in suggesting, in reference to the victory of the College, the 
words, now inscribed on the walls of Webster Hall, 'Founded by Eleazar Wheelock, 
refounded by Daniel Webster.' 

"The full story of that great case brings in many actors, the unterrified trus- 
tees. President Brown, who succeeded John Wheelock, and Professors Adams and 
Shurtleff, each of whom contributed an essential part to the result, and many 
friends whose financial aid was indispensable. But victory was only less exhausting 
than defeat would have been, especially as it was attended with the death of 
President Brown, who was worn out by his labors and died in the year following. 

"With President Brown ended the first of the three marked periods in the 
history of the College. The two Wheelocks represented the patriarchal and auto- 
cratic form of government, from which the College broke away under President 
Brown only with a wrench that was almost fatal. What, under the circumstances, 
was inevitable, and perhaps desirable, under the first Wheelock became insupport- 
able under the second, when the wilderness disappeared before the advance of 
communities that formed a new constituency for the College, and when the trustees 
represented interests that were vitally concerned in its welfare. It was the mis- 
fortune of John Wheelock that he could interpret the times only in terms of his own 
authority. 

"The second period, from 1828 to 1892, likewise covered by three presidents, 
Nathan Lord, Asa Dodge Smith and Samuel Colcord Bartlett, presents the natural 
development of the College as a part of the higher educational system of the coun- 



'Dartmouth 
£ allege 

The Q allege 

T'lant iyj 

igig 



15 


Tears 


of 


Dartmouth 


College 


,, , ,,,, ,,,,,,,.g s,«:s»s :,.^^^^^smmmmmmmm ^^;: mmtmmmmmm. mmmmmm^^^mi mm mmimm ,. 



Interior of Jl'cbster Hall 




'J^binsof! Hall — Home of 
Student Organizations 




'JhCary Hitchcoc\ 
'•JSCemorial Hospital 



I S o Tears of Dartmouth College 



try, when it was the natural gateway to the professions and performed its function 
by laying special stress upon training and character. The third period from 1893, 
again under three presidents, William Jewett Tucker, Ernest Fox Nichols and 
Ernest Martin Hopkins, was one of expansion and readjustment to the changed 
and changing conditions of the times. 

"For the eight years following the close of the first period the College, under 
Presidents Daniel Dana and Bennet Tyler, went through a process of convalescence, 
smoothing animosities, regaining friends and preparing for the rapid advance 
under President Lord, whose long administration from 1828 to 1863 witnessed a 
remarkable growth in numbers, the erection of buildings, a considerable increase 
in endowments and the establishment of the Chandler Scientific School, the first 
of its kind. 

"With this administration began the modern history of the College, outwardly 
as well as inwardly. Observatory Hill, as we know it, became a park instead of a 
pasture, the College yard was made real by the enclosing buildings that today 
mark it off, the Green was defined and the streets about it bordered with the trees 
that in their age now. adorn them. Dr. Lord's extraordinary ability as an adminis- 
trator and disciplinarian, effective in a personal contact with the students not now 
possible, carried on the moral fervor of the earlier time and impressed upon the 
College that rugged individuality and that resolute purpose that have marked its 
sons. 

"Under Presidents Smith and Bartlett the College held steadily on its way. 
Buildings were added, endowments increased, though, as ever before, the wolf 
was at the door and the treasurer more often reported a deficit than a surplus as a 
result of a year's operations. During Dr. Smith's administration the New Hamp- 
shire College of Agriculture and the Mechanic Arts was associated with Dart- 
mouth, but was withdrawn in about twenty years, and the Thayer School of Civil 
Engineering was established. Under Dr. Bartlett the College responded to the 
educational movement of the time by omitting Greek as a requirement for admis- 
sion, by introducing a considerable range of elective studies and by admitting 
the alumni to representation on its Board of Trustees. 

"The third period began with President Tucker in 1893 and is spoken of as 
that of the 'New Dartmouth.' But it was new only as it was a development of the 
old. It was informed by the same spirit, it looked to the same ends, but through 
a process of adaptation it was led to larger endeavors and wider influence. Recog- 
nizing the demands of modern thought, of the widening domain of science and of 
the broadening field of education, it sought to enrich its courses and strengthen 
its results by making use of whatever means these advances offered. New chairs 
of instruction were established, new facilities for study were opened and all the 
resources of the College were utilized by the union of the College with the Chandler 
Scientific School. If you would understand the scope of the forward movement 
and its inward impulse I suggest that you read President Tucker's Report to the 



The Story of 

One Hundred 

and Fifty 

Years 

Sy <Jttr. Lord 



SI 



ISO Tears of Dartmouth College 



'Dartmouth '*"'■■'" 
College 

The College 

T'lant in 

1919 




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ears 



f Dartmouth College 



Alumni on his Administration, and particularly that extraordinary book, My The Story of 
Generation^ in which he interprets the movements of his time and makes clear the One Hundred 
principles which had such a compelling exemplification in the growth of the College and Fifty 
during his presidency. Years 

"Within those sixteen years the college plant was more than doubled through Sjy <J^r. Lord 
the addition of thirteen dormitories, a dormitory and commons combined, four 
recitation halls or laboratories, an auditorium and a heating and lighting plant, 
and also many houses for residences for the faculty. Besides the added value of 
the plant the endowment was more than doubled, the teaching force and the num- 
ber of students increased threefold, and the Tuck School of Business Administra- 
tion and Finance was organized. 

"The value of these outward gains was matched by an inner development 
affecting both the alumni and the students. The former were brought into a close 
and vital relation to the College, by which, through their representation on the 
Board of Trust and in the formation of the Association of Class Secretaries they 
recognized their share in the responsibility for its well-being in other than financial 
ways; the latter, through a sense of duty implied in greater freedom and through 
the accumulated influence of ideals set before them by President Tucker, espe- 
cially in the conduct of the chapel exercises and in the Sunday evening vesper ser- 
vice, exhibited a more orderly and self-respecting mode of college life. This inward 
development was further emphasized by the relation of the public which, as shown 
by an enlarged constituency, became increasingly interested in the College. 

"Under President Nichols, who followed President Tucker for seven years, 
the momentum thus gained was continued in new buildings, more gifts and further 
increase in students. When President Hopkins assumed his office in 1916 the war 
was already disturbing the life of the College, and after the United States entered 
the war in the following spring Dartmouth, like other colleges, responded heartily, 
showing that beneath what seemed to some a frivolous exterior, they held the 
genuine spirit of manhood and high idealism. The complete disruption of academic 
life by the Students' Army Training Corps made it impossible to forecast to what 
degree it would be renewed after the war. It was, therefore, a surprise to the author- 
ities to receive this fall the largest class in the history of the College, and to be 
brought face to face with a serious problem. 

"The College plant is set for about 1500 students, a less number than is now 
in actual attendance. Indications point to an increase rather than a decrease. What 
the policy of the College is to be in the matter of enlargement has not been an- 
nounced. Some would restrict the numbers to an arbitrary limit by one or more of 
the various devices directed to that end. Others think that an institution, while 
always careful about the quality of its membership, must take the fortune of its 
growth, and that to establish an arbitrary limit is to introduce an element of 
weakness. But to expand will entail great expense. New dormitories, new lecture 
and recitation rooms, new laboratories, a new library building, a new chapel and 

[S9\ 



ISO Tears of Dartmouth College 



T>artmouth 
College 

The College 

Tlant in 

1919 




The O'^al -zvith ^^liiinni C^y in 11 a si urn in the 'Background 




ISO Tears of Dartmouth College 

an enlarged heating and lighting plant must be provided, to say nothing of a new The Story of 
auditorium. With these material things must come a larger faculty and more chairs One Hundred 
of instruction, all calling for more endowment. At the end of a hundred and fifty and Fifty 
years the College faces the burdens of poverty, but it is the poverty of the riches Years 
of expanding opportunity." Sy cJ^r. Lord 

The speaker paused, as if in doubt of what next to say, when the stranger, 
who had been quietly listening, said, 

"This afternoon, as I walked about the village, I counted, if I remember 
correctly, forty buildings devoted wholly to the current life and work of the Col- 
lege, and one, who kindly gave me direction, told me that the College had about 
twenty other buildings for residential and business purposes. I walked by the 
athletic field, which a workman told me was to be enlarged and improved, and 
then I climbed a tower on the hill behind the buildings, thinking to gain a pano- 
ramic view of the place. Though surprised at the sylvan setting of the village, I 
was charmed with the prospect, the hill girt plain, upon which the College stands, 
seeming to offer the perfect combination of those things that lure and strengthen 
the love of nature and give spur to mental effort. But as I looked upon the plant 
and its fair surroundings I felt that I did not get at the work and method of the 
College. Perhaps you can tell me of them." 

"It is difficult to be brief upon such a subject," replied the graduate, "except 
in a formal way, but that may be enough. The College offers to undergraduates * 

two degrees, A.B. and B.S., the former being distinguished from the latter by the 
requirement of a certain amount of Latin or Greek. Each of the two courses is 
limited by a certain amount of prescriptions and by 'groups' of subjects, so that 
in each course about sixty per cent of a student's work is rather definitely fixed, 
but beyond that the electives of the two courses are the same. Instruction, to about 
fifteen hours a week, is given by recitations, lectures and laboratory work, at which, 
as at morning chapel and Sunday evening vespers, attendance is required, though 
with a considerable allowance of 'cuts', as unexcused absences are called, but 
otherwise, in the use of one's time the College is set toward freedom and not re- 
straint. The college course covers four years, but provision is made so that able 
and diligent students can shorten it by half a year. 

"Though there are three graduate schools, in medicine, civil engineering, and 
business administration, the College does not assume the function of a university 
in prolonged and highly specialized work, but rather seeks to give the training and 
impulse that are essential for further study or attainment in any field. The courses 
of these graduate schools are so related to the undergraduate courses that the 
specialized work of the schools may begin before the student's graduation and 
count toward his first degree, with the saving of a year's time in completing the 
two courses. 

"The College pays great attention to the health of its students. Though there 
is an excellent hospital, where these may be cared for when ill, it seeks to take the 

[6i] 



'Dartmouth 
Q allege 

The Coil^g^ 
T'lant in 

1919 



150 Tears 


"/ 


Dartmouth 


College 


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'Bartlett Tozver 







On the (Connecticut 
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1^0 Tears of DARTMOUTH College 



utmost precaution against sickness. Every student, on entering College, is examined 
by the Medical Director, and is required to take a specified amount of outdoor 
exercise in some form that he may choose, but which must be steady and systematic. 
This, in connection with the organized athletics of the College, tends to develop 
the sound body for the sound mind, and perhaps nothing has tended more in this 
direction than the activities of the Outing Club, which, including in its member- 
ship a large part of the students, has during the last ten years exerted a powerful 
influence toward a life of healthful outdoor exercise. A series of cabins, belonging 
to the Club and extending from Hanover to the White Movmtains, offers a strong 
inducement for acquaintance with life in the open. 

"To a large degree the students furnish their own social life, partly through 
their dormitory relations and partly through their fraternities and their clubs of 
various kinds, musical, dramatic, and literary. The College has always fostered 
a democratic spirit, first as the expression of the purpose of its founding, and then 
from the self-reliant and self-dependent character of its students, and with the 
increasing numbers, representing a wider diffusion of wealth, it still seeks to main- 
tain that spirit. To this end, in its organized life it allows no distinction based on 
money. Its dormitories are so arranged that every one provides for the poor as 
well as the rich in equal association, and no dormitory is allowed to pass into the 
use of a class or group. In the same way the fraternities are not permitted to sepa- 
rate themselves from the life of the College by withdrawing into capacious houses 
of their own, where all the members may live and eat together." 

At this point the stranger interrupted. 

"The spirit of an institution," said he, "seems to me all important. You earlier 
spoke of the 'purpose' of the founding of the College as a missionary one. Is that 
its purpose today, or has it changed?" 

The graduate thought a moment and then replied. 

"I think," said he, "that the purpose has not changed in substance, but it has 
in form. In the changing life of men one could hardly expect that in a hundred and 
fifty years the expression of a great idea would remain the same. Wheelock had in 
mind the uplift and evangelization of the Indian through his acceptance of theo- 
logical and dogmatic truth. But the condition of the Indian has wholly changed 
and today emphasis is laid upon the application of truth more than on its dogmatic 
statement. The Indian as an object of effort has become merged in the larger inter- 
ests of mankind, and the College, while as hospitable as ever to the Indian, finds 
that its mission is to serve far wider ends. It is still missionary in purpose, it still 
would be, according to the motto in its seal, vox clamantis in deserto^ the voice of 
one crying in the wilderness, but it would be the voice of a living man, addressed 
to living men and not the echo of a changeless form. Its mission can be fulfilled 
only as it interprets to each new generation the meaning of helpful life." 

After a moment's silence the two men rose, as if with a common impulse, and 
went out to the porch of the Inn. As they stood there in the cool October night. 



The Story of 

One Hundred 

and Fifty 

Years 

"By ^Mr. Lord 



150 Tears of Dartmouth College 



Dartmouth 
College 

The College 

T'lant in 

igig 




1^0 Tears of Dartmouth College 

looking out upon the quiet Green, dimly outlined by the trees from whose branches The Story of 
autumn had shaken the robes of summer, and beyond the Green upon the College One Hundred 
yard, which was illumined by rows of electric lights that threw into bold relief the and Fifty 
gables of the buildings about it and marked with a soft radiance the beautiful out- Years 
line of the belfry on Dartmouth Hall, they both felt the spell of the time and place, Sy cJ^r. Lord 
but it was the graduate who spoke. 

"This place," said he, "after our talk, as often, brings to me more than the 
present. I seem to hear the whisper of the pines that gave to Wheelock his welcome 
here, and the ring of the axe that made a habitation for him and his College. I see 
the gradual changes in the College, and there rise before me the many generations 
of students, as in the long years they have come and gone, working in these halls, 
playing on this Green, until, on Commencement days, they have gathered in 
academic procession for the last exercise of their college life. A goodly company 
they have been and are, honored in the past and strenuous in the present, and as 
they pass before me I feel that the College has indeed been an Alma Mater, whom 
her sons may justly love, and whose progress in the past is an omen and an assur- 
ance of the future." 

"Yes," said the other, "the vision is compelling, including both the past and 
the future, and though seeing it only in part I, too, would say of the College esto 
beata, esto perpetual 



[65 



I S o Tears of Dartmouth College 



Scenes from 
the Sesqui- 
Qentennial 




Qollcge and Tozvn from the 'tAir 




1^0 Tears of Dartmouth College 



PROLOGUE: THE SESQUI-CENTENNIAL george Levi 

Ktbbec 
From an article written for the Alumni Magazine by George Levi Kibbee, A. M., Chief Editorial 

Writer of the Manchester Union. The SiOTV of 

Note — The Dartmouth Sesqui-Centennial celebration naturally divided into two rather distinct parts. There was, first, the {Jig PelebvutioTl 
general alumni and undergraduate get-together which occupied the period from Friday, October seventeenth, 
through the following Saturday evening. 

From Sunday morning, when the Reverend Ozora Davis preached his remarkable sermon, the celebration became 
formally academic, the College offering hospitality to representatives of other institutions, and shaping its program 
definitely along forward-looking educational lines. 

The succeeding record offers in full the addresses of Dartmouth Night, and of the subsequent more formal occasions. 
But the atmosphere of the event and of the Dartmouth of October, 1919, will be best appreciated from a perusal 
of Mr. Kibbee's narrative, which was printed in the Alumni Magazine for December, 1919, and part of which is 
reprinted here. 

Friday, October I'j 
A LL day Friday, dwellers along the state roads leading up from Boston saw 
/_% automobiles bearing banners of green and white, inscribed with a legend 
^ JL telling them that the Boston alumni were on their way to Dartmouth. If all 
the home-coming alumni had been similarly provided, dwellers on all the roads and 
travellers on all the trains would have known that Hanover was the center toward 
which men were moving from many cities and states. They came from all directions, 
many of them from far away, and in great numbers. There is no complete record of 
alumni attendance — although an attempt was made to get a registration. Hun- 
dreds forgot or did not think to register, yet some idea of the size and completeness 
of alumni representation at the celebration may be obtained from the fact that 443 
Dartmouth men left their names with the registrars at College Hall, and that even 
this incomplete list contains members of every class back to 1870, some who were at 
Dartmouth in the 6o's, and one at least, Benjamin A. Kimball of the trustees, who 
linked the celebration back to '54. The class of '06 had the largest registration, 91. 

All the visiting alumni were not present on Friday night, of course. Not all 
who came later remained throughout the celebration after their arrival. There was 
a constant coming and going. But a good many were present when the celebration 
began. Even on Friday night the accommodations provided by emptying Massa- 
chusetts and North Massachusetts Halls of undergraduates, were pretty well taken 
up, the regular occupants of the dormitories, by the way, doubling up with friends 
in other buildings, or sleeping in the gymnasium, where 250 army cots had been 
placed. Besides, the homes of Hanover had been opened, and even in neighboring 
towns in New Hampshire and Vermont there were anniversary visitors. The Inn, 
of course, was filled. 

So it was a great throng of Dartmouth men that gathered on the Campus for 
the opening event of the celebration — Dartmouth Night. 

Dartmouth Night 
It was a dark night, that Friday night, the seventeenth, and seemed the more 
so because of the brilliance of the electrical outline of the cornices and pediments of 

[67] 



/jc Tears of Dartmouth College 

Qeorge Levi Dartmouth, Wentworth and Thornton Halls, and the dull glow of the great tent 
Kibbee which stood at the southern end of the Green. Out of the darkness came sights and 
The Story of sounds dear to Dartmouth men. A few flickering torches and the strains of a mili- 
the Celebration ^^^^ march told that the college band was approaching at the head of the under- 
graduates, picking up group by group as the lengthening procession wound its way 
among the college halls by a route marked by green flares. Then came a Wah-Hoo- 
Wah crashing through the dark from somewhere, and another, and then another, 
as the torches of the band drew near the Green and the undergraduates came on to 
escort the alumni in the Dartmouth Night parade. 

As the line passed up the Campus, torches were distributed to the marchers, 
and suddenly the dark procession blossomed out in dancing, fancy-touching light. 

Turning at the White Church, the torch-bearers countermarched to the Inn, 
there to cheer, class after class. Gen. Joab N. Patterson '64, of Concord, the hon- 
orary marshal, who was a marshal upon the occasion of the celebration of Dart- 
mouth's centenary in '69. The General stood on the Inn veranda, reviewing the 
long parade, and responding as cheer after cheer arose in his honor. 

Then the marchers went to President Hopkins' house, cheering as they passed 
it, and thence to the tent on the campus, the Rollins Chapel peal ringing, the while. 

Here let it be said that the one note of sadness in the entire celebration was 
heard at the outset. There could be no marching past Dr. Tucker's home. Through- 
out the anniversary event the beloved leader of Dartmouth men was ill — too ill 
to receive callers, or even permit of telephone calls to his house. 

But this sadness existed only as an undertone. It was present, and the note 
was heard from time to time, but from first to last the celebration was a symphony 
of rejoicing and confident faith. When Dr. Tucker's name was spoken on that 
Dartmouth Night, it was cheered as if he were there to hear it. 

It is estimated that the tent in which the Dartmouth Night exercises took place 
had a seating and standing capacity of 3,000. Upon that basis, a calculation of the 
attendance would arrive at just about 3,000. And, as it turned out, that large 
company was "in-tent" upon more than a good time — the pun being chargeable 
to no less a person than the chairman, not the writer. There was one present who 
is almost a stranger at Hanover, although not to Dartmouth men. Not being 
familiar with the ways of college gatherings, he asked one of the professors what 
Dartmouth Night was to be like. 

"Dartmouth Night," was the facetious reply, "is the night when we thank God 
that we are Dartmouth men, and are not like other men. There will be speaking, 
and singing, and cheering. And when the formal program is over, we shall have a 
'sing.' It is a great, jolly get-together." 

So the stranger was prepared for a night of unfettered jollification. Well, it was 
a stirring night, but its prevailing tone was serious, — not somber, but serious. There 
was cheering in plenty, and it was vibrant — and there was singing, too, but when 
the addresses had been given, and The Dartmouth Song had been sung, the audi- 

[68] 



/JO Tears of Dartmouth College 



ence melted away. Yet there was no least feeling that Dartmouth Night had failed. Qeorge Levi 
This same stranger heard scores of men say that it was the finest they had ever Kibbee 



attended, and some of these have been present at many Dartmouth Nights. 

Saturday^ October i8 

It had seemed as if pretty much all the Dartmouth world had arrived at Han- 
over on Friday, but Saturday was another day of home-coming for Dartmouth 
men. All day long they came, and from far and near. This was a day of informal 
reunions, of inspecting the college buildings, of social gatherings, one of them being 
at Moose Mountain Cabin, of football — quite memorable football, by the way. 
And in the evening, a revival of "The Founders" was given. 

Throughout the morning hours there was a steady stream of guests pouring in 
and out of the newer buildings. Many of the alumni hadn't seen the newest of these, 
and to some a good deal of the present day Dartmouth was new. A few, too, were 
accompanied by their wives, for although accommodations did not permit a general 
invitation to the ladies, some of the alumni brought their wives, and obtained 
lodgings in private homes or in the nearby towns. 

There was another attraction, too. The golf links called to some of the alumni. 
And as the morning wore away, there was somewhat of an exodus in the direction 
of Moose Mountain. For a roast pig barbecue was in preparation there, thanks to 
the Rev. John E. Johnson's generosity, and Professor Leland Griggs and a com- 
mittee working with him had arranged for a pilgrimage to the favorite mountain 
shrine of the Outing Club. It is said that provision had been made for a hundred 
and fifty guests, that three hundred hungry Dartmouth men responded to the 
invitation, and that all returned to the College in a Charles Lamb frame of mind 
with reference to roast pig. It has not been suggested that there was a miraculous 
multiplying of the pig, so the supposition is that the arrangements had the quality 
of elasticity. At all events, it appeared to be a sleek and satisfied crowd that got 
back to Hanover for the football game. 

That game won't be forgotten soon. Mention Penn State to anybody who was 
at Hanover for the anniversary and you will awaken memories of a mighty cheer 
that rose higher and higher as the ball which Dartmouth had kicked off sailed up 
towards the gymnasium, and then began to die away as the ball fell into the hands 
of a Penn Stater by the name of Way. And it kept right on dying as this same Way 
got his stride, ducked, dodged, and went through obstacle after obstacle, and, with 
the aid of some first-rate interference, got out into open country and fetched up 
behind the Green goal posts. This wasn't the last cheer, however. 

But the story of that game need not be repeated here. Let it suffice to say that 
Dartmouth got the lead by steadily pegging away at the line, only to lose it again 
when Way got a fumbled ball on his 15-yard line and ran the length of the field for 
another touchdown. Again Dartmouth scored by steady gains in the line, and in 
the third period Holbrook broke through the Penn State defense in midfield and 

[69] 



The Story of 
the Qelebration 



/5<9 Tears of Dartmouth College 



Scenes from i 
the Sesqui- " 
Qentennial 

^lumni^Jisit 

the Outing 

Club 



The Expedition to 
z^lfCoose (fountain 




1^0 Tears of Dartmouth College 



scored after a run that did something towards matching Way's performances. 
There were other tense situations and nerve-racking plays, Penn State holding 
for downs twice and getting the ball on its own two-yard line, for example. But 
Holbrook's long run settled matters, and the game ended with a 19 to 13 win for 
the Green. 

It need hardly be said that one of the biggest football crowds ever assembled at 
Hanover saw the game, the stands that extended the length of the field on both 
sides being filled and both open ends being densely packed. 

On Saturday night the Dartmouth Dramatic and Musical Clubs occupied the 
stage, literally as well as figuratively. "The Founders," first in the long series of 
Dartmouth undergraduate musical plays, was chosen for the anniversary theatrical 
performance, and was well played before an audience that filled Webster Hall. 
Merely to mention "The Founders" is to recall to all Dartmouth men a tuneful 
operetta, the product of James W. Wallace '07, Harry R. Wellman '07, and Walter 
C. Rogers '09. Upon this occasion Professor Wellman directed the orchestra. 

"The Founders" is full of vigor, moves along with a swinging stride, and is full 
of Dartmouth tradition and of the music that lives at Dartmouth. The anniversary 
revival brought it all back again, fresh and living. 

Sunday^ October ig 

For all the magnitude of the anniversary gathering, the coming of new arrivals, 
the flitting hither and thither of individuals and groups in quest of friends, or ar- 
ranging for class and fraternity reunions, the indefinable calm and charm of a New 
England Sunday pervaded Hanover on the third day of the celebration. Perhaps 
the founder would not have recognized in the present day equivalents of ancient 
forms an expression of reverence, but no reference to calendar or program was 
necessary for present day men to know that this tranquil day was the first of the 
week. 

Of course, this was the day of the anniversary sermon, preached in the White 
Church by the Rev. Dr. Ozora S. Davis '89, president of the Chicago Theological 
Seminary. Not all attended the service, but all who could get into the church were 
present. 

Sunday Afternoon and Evening 

Between the anniversary sermon and vespers, there was nothing on the formal 
program, but every moment of that time was compact of the stuff of the anniver- 
sary for hundreds of Dartmouth men. It was in these hours that most of the frater- 
nity and class reunions took place, although others occurred from time to time 
throughout most of the anniversary period, as classmates met, or as some energetic 
classman discovered from the registration that enough of his year's men were 
present to make a reunion, and set about getting them together. But on Sunday 
afternoon, in all the fraternity houses there were gatherings, large or small, formal 
or informal. Noteworthy among these was the gathering of Theta Delta Chi, at 

[71] 



Qeorge Levi 
Kibbee 

The Story of 
the Qelebration 



1^0 Tears of Dartmouth College 

Qeorge Levi which a tablet was unveiled in memory of the men of the fraternity who gave their 

Kibbee lives in the War of the Nations. 
The Story of Throughout the afternoon, too, there was steady access of attendance, many 

the Celebration °^ ^^^ representatives of the older eastern colleges arriving to take part in the cen- 
tral event of the celebration on the following day. By this time, the anniversary 
assemblage was virtually complete, and while it could not be seen at one place or 
time, one could not but be impressed with its character, the breadth of its interests, 
and the loyalty and affection for Dartmouth of these men from far and near, from 
the forum and the pulpit, from the office and the counting-room, from college halls 
and from industry, governors, senators, congressmen, educators, preachers, men 
from all the professions, and great vocations. 

In the afternoon of Sunday, the skies became overcast, and a light rain began 
to fall, the only period of unfavorable weather in all the anniversary days. Even 
this was not damaging or even dampening, the rain being little more than a drizzle, 
and really having no effect at all other than that of promoting the sociability at the 
Inn, the fraternity houses, and the dormitories. 

At 5.30 o'clock there was a large gathering for the vesper service at Rollins 
Chapel. 

After vespers, the delegates, guests of the College, their hosts and hostesses, 
assembled in Robinson Hall, where a buffet supper was served. It was a noteworthy 
gathering. The guests had for the most part arrived in Hanover by this time, and 
most of them were at Robinson. It was interesting to watch the kaleidoscopic re- 
grouping of men and women, here, for example, around Judge Stafford of the 
Supreme Court of the District of Columbia, who was to be one of the speakers on 
the morrow; there around President Hetzel of the State College; yonder around 
Governor Bartlett; and not once but many times around President Hopkins him- 
self as he welcomed the men who had come from other colleges to join in Dart- 
mouth's festivities. 

The closing event of Anniversary Sunday was an organ recital at Rollins 
Chapel, on the Streeter organ, by Harry Benjamin Jepson, Professor of Applied 
Music and University Organist at Yale University. It was attended by a large and 
appreciative audience. 

So ended Anniversary Sunday, a day of worship and of reunion, closing with 
the high thoughts inspired always by the musical instrument created for and char- 
acteristic of the Christian Church, under the hands of a master. As the night wore 
on, the rain still fell, but lightly. 

Monday^ October 20 

The morning was crisp and cloudless. The sun, rising directly over Dartmouth 
Hall, was the first and most welcome of sights that greeted the eyes of the alumni 
as they left the Massachusetts Halls for breakfast, the last of the Anniversary Day 
visitors to return after a brief absence on Sunday, bringing all that was needed to 

[72] 



/JO Tears of Dartmouth College 

make the events of the day perfectly enjoyable. The misgivings of the rainy Sunday Qeorge Levi 
night disappeared. In the sweet, cool air and the flawless light of a New England Kibbee 
autumn day at its best, the men of Dartmouth met on that anniversary morning j-^^ Story of 
as they hurried through the necessary business of the early hours with only words ^^^ Celebration 
of buoyant good cheer. 

This was the high day of the observance — Anniversary Day — to which all 
else had been preliminary or incidental. This Monday, October 20, was the day 
when Dartmouth stood with the representatives of the state whose charter it holds, 
and of the great fellowship of the College, remembered its great past, and looked 
forward with faith as clear as the light that flooded the Campus. 

Swiftly the sunrise scene changed. In place of hastening breakfasters, came 
figures in cap and gown and hood, familiar, some of them, others known only to a 
few and pointed out as the representatives of other colleges or the great universities. 
At first they moved about as if to no central purpose, but gradually a definite 
current in the direction of Rollins Chapel became observable. There, those who were 
to take part in the academic procession were assembling for morning prayers. 

The Academic Procession 

The academic procession was, to all intents and purposes, formed in the chapel. 
Admission was by numbered ticket, the holders sitting so that, as they left their 
seats, those who were to march side-by-side met each other in the aisle. The brief 
service was conducted by President Hopkins, and at its close the marshal's staff 
directed the forming of the long line, which, headed by Nevers' band of Concord, 
stretched away from the chapel, past Webster Hall, and to the White Church. 

It was a noteworthy company indeed, a cross section of educated America. 

The procession has begun to move. At its head is the honorary marshal. Gen. 
J. N. Patterson, he who was the active marshal a half century ago; and beside him 
the marshal of today, Professor Eugene Francis Clark, the College Secretary. Here 
is President Hopkins, and beside him Governor John H. Bartlett. It is one of the 
appropriate incidents of the anniversary that after a century and a half it is once 
more a Portsmouth governor who is associated with the President of the College 
in the affairs of Dartmouth as, at the beginning, it was a Portsmouth colonial gov- 
ernor, John Wentworth, who was associated with Wheelock in laying the broad, 
deep and lasting foundations of the College, foundations laid in such fashion that, 
while College and State are separate, they are intimately and necessarily related. 

President and Governor are followed by the trustees and some of the adminis- 
trative officers, each escorting one of the speakers of the day or some distinguished 
participant in the exercises — for example. Gen. Frank S. Streeter accompanies 
former President Nichols, Lewis Parkhurst accompanies President Burton of the 
University of Minnesota, and so on. 

Follows the Alumni Council, arranged in academic seniority, then come the 
guests of the College. The members of the Governor's Council are next in the line, 

[73] 



I S o Tears of Dartmouth College 



Qeorge Levi 
Kibbee 

The Story of 
the (Celebration 



then the state officials — President Arthur P. Morrill of the Senate, Speaker Charles 
W. Tobey of the House of Representatives, Chief Justice Frank N. Parsons of the 
Supreme Court, members of the New Hampshire Board of Education and the 
Department of Education, and others. 

Then the Town of Hanover appears, its town officers being in the line, and after 
them the representatives of American colleges and universities arranged in the order 
of academic seniority : Harvard, William and Mary, Yale,University of Pennsylvania, 
Princeton, Columbia, Brown, Rutgers, North Carolina, Williams, and many more. 

Then come the Dartmouth faculty, and at last the alumni, arranged by classes 
in so far as this is practicable. 

The procession, in all its academic glory of cap and gown, and multi-colored 
hoods, American and foreign, marches around the Campus before a great company, 
and under the searching eyes of cameras. At Webster Hall the commencement 
custom is observed, the double file of seniors opening out and forming an aisle 
through which the remainder of the procession passes into the hall. 

The Pageant and Luncheon 

The formal exercises over, a change came swiftly over the whole scene. The 
Campus was all life and movement. The undergraduates, villagers, and visitors 
from nearby towns gave it a holiday aspect. Caps and gowns disappeared quickly, 
and those who a moment before had been seriously considering the future of Dart- 
mouth mingled with the throng on the Green. 

Still, not all the Campus was alive with color and motion, not quite yet, for 
the walk extending from the White Church diagonally across it was roped off. And 
here appeared, soon, certain persons and personages who recalled the past. 

Came the Aborigines, the objects of Eleazar Wheelock's deep concern, they 
whose "ferocity he subdued by the Gospel" if memory serves correctly. Then came 
Wheelock himself, accompanied by Sylvanus Ripley and Dr. John Crane, his 
companions of the famous ox-cart journey. And Madam Wheelock was there, 
attended by students and her personal slaves, and manifesting housewifely regard 
for the celebrated barrel of New England rum, or, at least, the barrel. Of course. 
Governor Wentworth came, accompanied by "gentlemen from Portsmouth" as he 
came long ago, on horseback, from Portsmouth, to attend the exercises of the first 
commencement in 1771. And there was John Ledyard, after his long wanderings, 
beginning with his departure from Hanover in a dugout canoe, and extending 
around the world. There he was in a sulky reminiscent of the one which brought 
him up from Hartford in 1772. 

Almost a half century passed, and then came Daniel Webster and Rufus 
Choate, sitting together in the chaise that was once Webster's and now is the prop- 
erty of the College. 

It was all neatly done, this pageant of Dartmouth's past — the impersona- 
tions being by the members of the Dartmouth Dramatic Association. 

[74] 



1^0 Tears of Dartmouth College 

But all has not been told. There was a birthday cake, adorned with candles, Qeorge Levi 
telling the story of the progress of the Tucker Foundation and the gifts of the alumni Kibbee 
in the last year, listed by classes. j-y^^ Story of 

And in the end, there was an episode portraying "Dartmouth, Patriotic Dart- the Celebration 
mouth," in the Revolution, the Civil War and the World War. 

All this passed swiftly, and then a distinctly carnival touch was given to the 
celebration by the appearance of thousands of colored balloons. Much as a magician 
produces a rose bush in bloom from nowhere, apparently, the crowd broke out in 
floating color. Little cards bearing the greetings of Dartmouth to the outside world 
were attached to the balloon strings, and up they went, sailing slowly away to the 
north — those which didn't lodge in the trees. 

But there was that besides pageantry and balloons which made the Campus 
an attractive meeting place on Monday. Long tables were spread in the open air 
and in the tent, which had remained standing, and there the delegates, guests, 
members of the college community, alumni, and the student body had luncheon 
together, a substantial New England luncheon. 

This was the period of general jollification, a downright good time, out of doors, 
on one of the most perfect days of the autumn. 

At its height, the hum of a motor was heard high in the air and the crowd was 
gripped by the sight of an airplane circling above the Campus. This was a surprise 
for most. The plane remained in the air a long time, then descended in the field east 
of the Oval, and was there for an inspection for awhile in the afternoon. 

The Educational Conferences 
Meanwhile groups of faculty members, representatives of the colleges, and 
others assembled for educational conferences. All were well attended and the papers 
presented aroused keen discussion. 

The Anniversary Dinner 

The anniversary celebration ended with a dinner in College Hall, and while 
the great company began to disperse soon after the Webster Hall exercises, this was 
not noticeable at the closing event, so large and representative was the gathering. 

In closing this narrative of the celebration, a word is fitting regarding the 
arrangements. It may have been that there was at some point a forgotten, neglected, 
or baffling thing. If so, only those of the inner administrative circles could have 
known of it. To others all that appeared was perfect organization, large scale prepa- 
ration and careful, skilful attention to the smallest detail. From beginning to end, 
from the ordering of a great gathering to hospitable attention to the needs or wishes 
of guests, the celebration "went off" as if it were all a part of the day's work. 



75] 



1 5 o Tears of Dartmouth College 



'Dartmouth 

College 

T^ or traits 





Cdzvard Tuck^of the £lass of 1862 

Founder of the Amos Tuck School of Administration and Finance 
Counselor and Benefactor of Dartmouth College 



1^0 Tears of DARTMOUTH College 



THE EXERCISES OF DARTMOUTH NIGHT T>artmouth 

Night 
The exercises of Dartmouth Night were held in a tent, erected on the College Green, begin- 
ning at 8.15 o'clock p.m. Remarks by 

President Hopkins presided, and the Trustees, the Council of the Alumni, the Faculty and theT'resident 
other Officers of the College occupied the platform. 

President Hopkins called the meeting to order and after the assembly had joined, under leader- 
ship of the Glee Club, in singing a medley of Dartmouth songs, he spoke. 

PRESIDENT HOPKINS. I remarked today, as I was walking through the 
tent with Dean Laycock and Mr. Clark, that I felt that all Dartmouth men 
tonight would be "intent" upon a good time. [And in response to much 
laughter] You got it very much quicker than they did! 

I want, in accordance with custom, and with very great pleasure, to read three 
or four messages which have been received, out of a great many. I shall first read 
a message from one to whom Dartmouth owes more than she does to almost any 
other man, Edward Tuck. He cables as follows: 

Paris, October 15, 1919. 
President Hopkins, Hanover, N. H. 

My hearty congratulations to the Trustees, to Doctor Tucker, to yourself and to the 
Faculty that Dartmouth celebrates its hundred and fiftieth birthday at the zenith of its 
fame and success, with its future never before so full of promise. Although unable to be with 
you on this occasion, I share with you all in the pride and happiness which these conditions 
inspire. 

Edward Tuck. 

I have also a hearty telegram of congratulation from the Ohio alumni, an 
alumni body which has been responsible for sending us the best delegation ever, and 
that is going some! 

Then telegrams, too, from alumni in Connecticut, from Pittsburg, from Omaha, 
from Atlanta, and from Dartmouth Clubs scattered over the entire country. There 
are too many to read here and now, but they all carry the same message of loyalty 
and good cheer. 

I have not yet referred the matter to Professor Foster and the other members 
of the Department of History, as a matter for historical research and reflection, but 
it is an interesting thing that Squire Duncan in his account of the one-hundredth 
celebration gives the size of the great tent put upon the Campus at that time, and 
then states that it was capable of accommodating ten thousand people, although 
we have at the present time a tent twenty-five per cent larger, and can get but 
three thousand in it! I am constrained to think, however, that this must have 
something to do with the relative size of present day Dartmouth men and those 
of fifty years ago. 

However, we gather here in an auditorium that, for gatherings of this sort, is 
strictly in accordance with tradition. The only portion of the tradition of the one 
hundredth anniversary that we expect and hope to depart from is the heavy down- 

[77] 



I S ^ Tears of Dartmouth College 

'Dartmouth pour of the early time, which compelled the audience to take refuge under the 

Night platform. 
Remarks by There is a certain significance in connection with the celebration today. 

the 'President General Joab N. Patterson, whom we are pleased to have with us here tonight, was 
a member of the Class of '60 and Marshal of the occasion in 1869. 

I wish to comment, too, on the fact that Morrill Gallagher is acting as Alumni 
Marshal for the occasion. There is a particular bit of sentiment in connection with 
that because of the recent death of his father, Charles T. Gallagher, who had 
looked forward with anticipation to this occasion, who would surely have been here 
if able, and who was so large a factor in various celebrations we have had during the 
last two decades. I am certain, could Mr. Gallagher be alive tonight, nothing would 
give greater pleasure to him than to stand where I am standing and to look into the 
faces of this group. It is particularly pleasing to us, however, to have Morrill 
Gallagher, of the Class of '07, with us at this time. 

The Massachusetts Magazine for February, 1793, after the College had been 
established and running for twenty-four years, carried a page of illustrations in 
regard to the College, with this explanatory note which I want to read at this time, 
because I think the prophecy is in process of fulfillment. It goes on and tells the 
advantages of Hanover, which it says is "somewhat isolated from the congested 
community." And it also says that it has a particularly strong Faculty, a particu- 
larly popular student body, and quotes the fact that for two or three years the 
average student number of Dartmouth has been one hundred and sixty, "the equal 
of any college in the country," and ending, "It will continue to flourish and in time 
may become important." 

If there is now in the College the same potentiality with our present seventeen 
hundred undergraduates that there was in that small number in the past, certainly 
we need have no fear for the future. 

We have long awaited the time when it should be possible for us to meet as 
we are meeting tonight, and I am reminded of a story Dr. Tucker used to tell on 
occasions of this sort. The mayor of a small city was taken sick, and the political 
organ of his party in the city was reporting his condition and progress. Notices 
were placed out upon the bulletin board. At one o'clock the notice read, "The Mayor 
is seriously ill." At four o'clock it read, "The Mayor cannot recover." At six o'clock 
it said, "The Mayor has passed away and gone to Heaven." A cynical bystander a 
little later walked up to the board and wrote, "Seven o'clock. Great excitement in 
Heaven. The Mayor has not arrived." 

Now, we have been waiting a long time for the one hundred and fiftieth cele- 
bration, and we have also been waiting what seems a very long time for the troubled 
conditions of the last few years to pass and for the College to come back. You know 
Tom Reed used to say that it was not that a married man lived longer than anybody 
else, but that it seemed longer, and it does seem a long time since we had a normal 
college year. 

[78] 



1^0 Tears of Dartmouth College 

So this occasion is meant primarily not only for the celebration of the one hundred T)artmouth 
and fiftieth anniversary of Dartmouth College, but for the full adoption into the Night 
Dartmouth constituency and fellowship of the six hundred and seventy odd men who Remarks by 
have come to us in the freshman class, and the nearly eleven hundred who have come ^j^^ President 
to us in the upper classes. We welcome them tonight to all that Dartmouth stands 
for, placing on them the responsibility of caring for the interests and the reputation 
of Dartmouth as they must be cared for by any solicitous and loyal Dartmouth man. 

In making up the program of the occasion there was a discussion as to what its 
nature should be. There were a good many things worthy of celebration that could 
be celebrated. There was the fact that the Dartmouth College Case, under the 
guidance of the great Daniel Webster, was favorably settled for the College one 
hundred years ago. There was the opportunity to celebrate the fact that Rufus 
Choate graduated one hundred years ago. And there was the fact of overwhelming 
importance that the College was founded one hundred and fifty years ago. 

We have undertaken, therefore, under these conditions, to start the ceremonies 
in a perfectly normal and rational way by the usual observance of Dartmouth 
Night. Dartmouth Night is something none of us would willingly pass by, even on 
the occasion of a great celebration. 

President Wilson speaks of a small town where he once spent a summer vaca- 
tion, and where his curiosity was piqued by the fact that there were so few children. 
So one day when an old farmer was passing he asked, "How often are children 
born here?" The old farmer looked at him and replied, "Only once." A college 
course comes only once to a man, and it is needful that none of the things of finest 
sentiment and deepest significance should be omitted. And so it is that we gather 
here, with the Dartmouth spirit permeating the whole occasion, alumni and under- 
graduates uniting in the fellowship of Dartmouth in these and the proceedings that 
are to follow, culminating Monday in the formal exercises. 

We have a group of speakers here tonight who need no introduction, men who 
will tell you something about Dartmouth, what it has meant to them or to others, 
or what they conceive the purpose of Dartmouth to be. I am going to introduce to 
you as the first speaker one who has served two terms in Congress, who then did 
the entirely unusual thing of leaving Washington willingly; one who has served in 
any capacity where he could be helpful to his fellowmen; a lawyer of distinction, 
a Dartmouth man of intense loyalty; and one who at the present time is giving 
what seems to some of us the most altruistic service a man can give, in trying to 
guide the destinies of the Boston Elevated Railroad as a Trustee. 

I take great pleasure in introducing, from a Class that has been one of great 
distinction, in which Justices of the Supreme Court, Governors, and men of fame 
and importance are so frequent that you do not even spot them. Honorable Samuel 
L. Powers, of Boston, of the Class of '74. 



[79 



150 Tears of DARTMOUTH College 



Scenes from 
the Sesqiii- 
Centennial 

The T* age ant 




The Indispensable Ox Team 



TheDartmonfh birthday Qake 



I 



1^0 Tears of Dartmouth College 



ADDRESS BY THE HONORABLE SAMUEL L. POWERS T>artmouth 

MR. POWERS. Mr. President, I have made it a practice during my life to visit ^ 
the old College once every fifty years. I was here fifty years ago, when the 'Address by 
College was celebrating its centennial. I do not now recall that I was here fifty years '^^r. "Powers 
prior to that, — I think I did not have any invitation. I always come when I have 
an invitation. 

Fifty years ago the College celebrated its centennial. It had a tent located about 
where this tent is, and the presiding genius of that celebration was a graduate of 
Dartmouth, the Chief Justice of the United States Supreme Court. On his right sat 
the principal guest of the occasion. General Sherman, who had just led his army 
from the mountains to the sea in the victory that closed the Civil War. 

Everything went well at that celebration until a distinguished alumnus under- 
took to read a poem, and then the heavens broke loose, the floods came and the 
winds blew, and I saw General Sherman, I suppose for the first time in his life, beat 
a hasty retreat, under the grand stand ! I hope, Mr. President, that you are not going 
to have anybody read a poem tonight! 

As I come back here now, at the end of fifty years, I feel like an old Rip Van 
Winkle waking from a sleep not of twenty years but of half a century. 

I want to thank you, Mr. President, for the generous invitation to take part in 
these proceedings. I am told that the most distinguished honor that can come to a 
Dartmouth man is to be invited to take part in the Dartmouth Night celebration, 
that it transcends any degree that the College can confer upon him. And so I want 
to say to the men in the Class of 1923 that the men who have been selected to talk 
to you are, in the opinion of the President, the four best men living today among 
the alumni. 

Let me say to you, however, President Hopkins, that your invitation was not 
the first that I received to attend this celebration. Several years ago I received a 
letter from Judge David Cross, of the Class of '41, of sacred memory, inviting me 
to dine with him tonight and attend the Dartmouth Night celebration. He said it 
would be an occasion of great importance, that it would be the one hundred and 
fiftieth anniversary of the College, the centennial of the graduation of Rufus 
Choate of the Class of 18 19 and, what was more, it would be a time when he would 
have reached his centennial and be past one hundred years of age. I have been 
thinking, if the Judge could only have lived to see the fruition of his expecta- 
tions and could have been here tonight, what a reception we would have given 
him ! 

Well, the College has changed in fifty years. There has been a tremendous 
change. I entered Dartmouth forty-nine years ago, and tomorrow night my class 
celebrates its forty-fifth anniversary. It was a good college in those days, but it 
was not a large college. The undergraduate department forty-nine years ago was 
about the size of the senior class at the present time and about one-half the size of 

I81] 



1 5 o Tears of Dartmouth College 



T)artmouth 
Night 

zAddress by 
oJ^r. 'Powers 



the freshman class. Nevertheless, the old Dartmouth spirit existed here half a 
century ago. Since then it has broadened out and intensified, with the growth of the 
College. 

Half a century ago Dartmouth was strictly a New England college. We may 
say it was a northern New England college, with nearly eighty per cent of its 
students coming from New Hampshire and Vermont. Today you have become a 
great cosmopolitan college, more cosmopolitan than any other college in America. 
Today you draw more than one-half of your students from outside of New England. 
The State of Massachusetts, which years ago sent but a few men here, sends now 
nearly five hundred. In the old days, when a man came from outside New England 
we looked upon him with more or less suspicion. We suspected that he had com- 
mitted a crime and had come here for the purpose of preventing detection. 

Today, New York sends to us nearly three hundred men; Connecticut, which 
but a short time ago sent only a few men, now sends more than one hundred; and 
New Jersey, down in the land of Princeton, sends to us nearly one hundred men. 
When you go farther west, you find those great states in the Middle West, like 
Illinois and Ohio, each sending nearly one hundred men; and today in the freshman 
class three hundred men come from the six New England states and three hundred 
and sixty-seven from outside of New England. 

That gives you some idea of the growth, the marvelous growth of the College. 
You will see nothing like it anywhere else. And yet, when I go back to the early 
seventies, which was the time of my class, I am bound to say that it was a good 
college then, — though a small college, a good college. We did not have at that 
time a large police department in Hanover. The President of the College performed 
the duties of Chief of Police, and he performed them well, and the faculty at that 
time was his secret service organization. 

During my day, no man who was guilty of misconduct ever failed of detection, 
and we had punishments which to my mind came pretty near being unusual, or 
what we would call cruel. In those days boys were not sent home because they failed 
in their studies, as now. They were not sent home for misconduct. When you once 
got into Dartmouth you could not get out for four years. You had to stay. The 
faculty had a pride in feeling that no boy could be sent here whom they could not 
reform and educate, and that is what they did. 

I want to tell the students the kind of punishment we used to have to submit 
to. When a boy went wrong no one wrote home to his parents to say that Willie was 
not doing well. They got no word concerning him, but the boy was sentenced to 
live in some country clergyman's family from three to six weeks, with no person 
with whom he could communicate except the clergyman himself. And when that 
boy had served that sentence he never was known to commit another offence! 

I am going to suggest to you. President Hopkins, that you try that method, 
starting with the six hundred and sixty-seven freshmen. You can save every one of 
them by that method, and four years from now you can graduate the same number. 

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I S o Tears of Dartmouth College 



The beauty of the method is that when the boy finds out that he cannot get away, 
finds out that he has to be reformed and has to be educated, after a short time he 
meekly submits and comes out of it all right. And so it was in those days that a class 
graduated practically the same number of men that it entered. 

I want to bear my tribute tonight to the faculty of the early seventies. It was a 
small faculty, possibly five or six or eight men, but they did loyal and efficient work. 
I remember that my class had three tutors — tutor Lord, tutor Emerson, and tutor 
Chase — all three living today and enjoying the best of health. That indicates 
how well the Class of '74 treated their tutors! 

But I suppose tonight is a night in which we do honor to this splendid freshman 
class. I don't know exactly where the freshman class is located tonight. Someone 
said that the gentlemen standing in the back of the tent were the freshman class. If 
this is their night, why aren't they sitting in the front seats? I want to say just one 
word to the freshmen, and I come now to the real address of the evening. Gentlemen 
of the Class of 1823 — I should say, the Class of 1923! I have been about one 
hundred years behind the times all my life! This is your night. You are at the head 
of the column tonight. You carry the banners, and back of you march in the column 
more than one hundred and fifty classes of Dartmouth College. Many of them are 
marching not in the flesh but in the spirit. They all come here tonight to do you 
honor, to welcome you to what is called "the Dartmouth spirit." 

And what is that Dartmouth spirit? It is a spirit of helpfulness, a spirit of 
loyalty to the College. I congratulate you, gentlemen, that you are entering upon 
your education, or have, as Mr. Choate said, come to this banquet of knowledge, 
at a time which is the greatest time in the history of the world. When you complete 
your education four years from now and go out into the world, you will go out at a 
time of the greatest interest to mankind throughout the world. You will be called 
upon to take part in the settlement of great problems, political and industrial, and 
I congratulate you that you are to have the benefit of a training here which will 
make you effective in dealing with those problems. 

More than that, the next four years of your life are to be the happiest years of 
your life. Twenty years from now you will say that they were your happiest years. 

They will be the years in which you will make lasting friendships. Someone 
has said that men never make friends after they are forty years of age, that they 
make acquaintances but not friends. You will make here in those four years more 
real, true friends than you will make in the balance of your lives; and, what is more, 
the friends you will make here will become a little dearer as time goes on. You will 
feel a little closer to them as the years pass by. And when you come back here 
forty-five years from now, as I come back, you will feel that every classmate is your 
brother, not only your friend, but your brother. 

More than that, as time goes on, as the shadows begin to lengthen, your mind 
will come back to these four years, and all its incidents, even the incidents of this 
evening, will return to you with great vividness. You will desire, as the years pass 

[83I 



T)art?nouth 
Night 

Address by 
<J)(Cr. T'owers 



ISO Tears of Dartmouth College 

'Dartmouth by, even though in active life, to return to the old College. You will steal away, come 

Night back in order that you may be in touch with the spirit of the place. 
zAddress bv ^^'^ ^^ ^^"^^ S°^^ ^^^ ^"^ ^°^ become older, you will feel very much as did old 

(J^'r 'Powers Colonel Newcome, so beautifully portrayed by Thackeray, when, after fifty years 
of military service in India, broken in health and fortune, he returned to London to 
spend his remaining days, and took lodgings near the old Grey Friars School, where 
fifty years before he had been a schoolboy. And when someone asked him why he 
selected this particular place he said that he desired to put himself once more in 
touch with the young life as he had known it when a boy. Thus from the windows 
of his lodgings he watched the boys at their sports, and the boys came to know the 
old man, and visited him, and told him about the games and the life of the school, 
while he lived over once more his schoolboy days, in touch with the spirit of the 
school as he had known it when a boy. So in the years to come you will re-visit these 
scenes in order that you may put yourself in touch with your schoolboy life, and 
will bring back to memory the happy days of your four years' life in Hanover. 

One thing I desire to impress upon you, and that is, never forget the old 
College; stand by it to the end, and you will find that in the years to come your 
proudest boast will be that you are a Dartmouth man! 

The Glee Club now sang "Eleazar Wheelock." 

President Hopkins. It is a difficult thing to define the Dartmouth spirit, and 
sometimes I think it must be more completely absorbed and grasped by instinct 
than learned and known by reason. One of the most difficult things in picking our 
speakers for Dartmouth Night is to pick men who are capable of explaining the 
Dartmouth spirit in terms that are not so mystical that they lose their force, or that, 
on the other hand, do not simply decline into empty generalities. 

You know the story of the old lady who came home from church and said she 
understood the text all right, but could not understand what the preacher meant 
by his exposition. There is always that danger in talking about anything that lies 
as close to the heart as does the emotion we call college spirit. And yet, after all, it 
is best learned through the exemplification of what it does in the lives of men who 
have lived in Dartmouth and who are going out and doing the service of the world. 

In introducing the next speaker, I come to the representative of another dis- 
tinguished class, a class in which governors, congressmen, and all that sort of 
political baggage are very frequent. We have asked to come here tonight and speak 
to us the president of one of New England's great public utilities, a man who was 
distinguished as an athlete, and yet as a scholar; a man who is one of the best of 
fellows and one of the best of Dartmouth men. I take very great pleasure in intro- 
ducing Matt B. Jones of the Class of '94. 



84 



ISO Tears of Dartmouth College 



ADDRESS BY MATT B. JONES, ESQ. T>artmouth 

MR. JONES. Mr. President and members of the Class of 1923, to whom alone I ^^^Z'^'' 
want to speak this evening: A dozen or more years ago my old roommate and 'Address by 
I came back for a visit to the College in term time, and as we wandered from class- (i>^r, Jones 
room to classroom we came at length to one devoted to freshman mathematics. 
We found there the beloved professor of our own freshman days, and after a hearty 
hand clasp we were shown to seats in the rear of the room. 

As is usually the case, curiosity overcame some members of the class, and the 
professor, who was engaged in a demonstration at the blackboard, finding himself 
somewhat handicapped by our presence, remarked to the class, "Attention this 
way, young men ! Our visitors are only a couple of former students who flunked this 
course in their freshman year, and have come back to make it up!" 

Like Mr. Powers, this is not my first appearance at a Dartmouth Night. It 
was my very great privilege to speak at the first one instituted by Dr. Tucker in 
the fall of 1895, ^i^d, as I have considered President Hopkins' invitation to be 
present this evening, and particularly the language in which it was couched, I have 
come to the conclusion that I flunked that event also, and am being given an 
opportunity to make it up. 

I am under this disadvantage, that I cannot at all remember what I said then, 
but I am quite certain that I now have a more complete understanding of the real 
significance of Dartmouth Night than I did as an alumnus of one year's standing, 
and, if it were not for the august board of examiners on the platform, I should be 
glad of the opportunity afforded me by this second trial. 

I can no more resist the opportunity to make one or two brief comparisons than 
could Mr. Powers, although he speaks from still darker ages than I. 

The present freshman class has about two hundred and fifty more members 
than there were in the entire college that first Dartmouth Night. There are about 
five times as many of you as there were in the then freshman class. There are 
about six times as many of you as there were in my class when it entered in the fall 
of '90. 

As I have had an opportunity to look you over a little this afternoon around 
the village, it is very apparent to me that you are better dressed, that you carry 
yourselves with more assurance, and that you are a very much more sophisti- 
cated body of young men than were the freshmen of the early nineties. On the 
whole, I think you look as wise as my class did when it graduated, and very likely 
you are. 

But it is clearly my duty to warn you that a very little experimentation, which 
you are certain to indulge in, if you have not already done so, will convince you that 
your present faculty is a very wise body of gentlemen, and you will not be able to 
put anything over on them any more easily than we could on our faculty. Further- 
more, I think it is possible that some of the gray heads and bald heads scattered 

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T)artmouth 
Night 

lAddress by 
<J)(Cr. Jones 



through this audience, whom you will be up against four years from now, may have 
picked up a little knowledge as they go along, and may be wiser than they look. 

If that is so, you are not starting out under any more auspicious circumstances 
than we did, and have quite as much need of Dartmouth College as we had. 

What, then, is it that Dartmouth College means? A great Scotchman once said: 

"Not what I have, but what I do, is my Kingdom. To each is given a 
certain inward Talent, a certain outward Environment of Fortune; to each, by 
wisest combination of these two, a certain maximum of Capability. But the 
hardest problem were ever this: To find by study of yourself, and of the ground 
you stand on, what your combined inward and outward Capability specially 
is. For, alas, your young soul is all budding with Capabilities, and we see not yet 
which is the main and true one. Always, too, the new man is in a new time, 
under new conditions; his course can be the facsimile of no prior one, but is by 
its nature original." 

Perhaps that sounds a bit pessimistic, but I think that is only the Scotch of it, 
and it has a real thought for us this evening. 

To be sure, every man's life, the determination of his capability, the attainment 
of his kingdom, is an original, but that is a challenge to be joyfully accepted. A 
facsimile would not be worth the living; it is only the original that counts. Probably 
all of us have solved some of the originals of geometry, and we know that their 
solution depends upon the accurate logical application of a very few fundamental 
laws. I apprehend that the original of life is not materially different in that respect. 

You boys are going to have a mighty fine time here at Hanover for the next 
four years. You are going to win the prizes of athletics and of scholarship, and, as 
Mr. Powers has said, you are going to make the sweetest and most enduring friend- 
ships that you will ever know. But these are the minors, not the majors, of your 
college course. 

You have come here as did the men who have filled Dartmouth's halls before 
you, to learn something of the underlying principles of a truly successful life and the 
method of their application to your own personal original. 

Be sure of this: Those fundamentals have not changed since history began. 
And, what is more, they are not going to change, nor will they differ whether your 
lives be cast in broad or narrow lines, whether they be compassed by few or many 
years. 

I sometimes think that Dartmouth College may be likened to a great factory, 
and you young men are the raw material on which it operates. The output is not 
education. If any one tells you it is, he is mistaken. The finished product is men, 
men graced with the knowledge of books, if possible, — and, if possible, so much the 
better; but, first of all, men trained to live cleanly and to think straight, men whose 
kingdom shall be not what they have, but what they do, and who will perform a 
service for the world to the utmost of their capability, whether great or small. 

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That is the finished work of Dartmouth College. Upon that work for one T)artmouth 
hundred and fifty classes of Dartmouth men, and upon their work for the world Night 
during that century and a half, rests the fair name of your college, of our college. <^ddress by 
But Dartmouth College can no more live upon its past than can a family, and upon (j;^^ 'Jones 
your attainments in the years to come will rest its future reputation. 

Nor is that all. You have entered the great family of Dartmouth men. We have 
all sat at the feet of the old Mother. We have common ideals. Each of us is engaged 
in solving his original of life; each of us gains inspiration from the others. In you and 
in your successes we expect to find it, also. 

That is why we want you men of 1923 to begin at the threshold of your course 
to live to the full the wonderful life that men live here, and to know and keep the 
traditions of this ancient College. 

President Hopkins. There is an old Dartmouth story that comes down from 
the times when things were different, that a man was summoned before the Presi- 
dent of the College and asked if he could give any extenuating circumstances that 
would excuse him for studying on the Sabbath Day. That was before we were glad 
to have a man study on any day! The man said that he could give an extenuating 
circumstance and justify himself. He said it was in Holy Writ that it was a proper 
thing to endeavor to help your neighbor's ass out of the pit on the Sabbath Day, 
and that it seemed to him an immensely more worthy thing for the ass to help 
himself out of a hole! 

Underneath that story there lies the fundamental fact that there is nothing in 
the Dartmouth training, I believe, which is more advantageous than a certain 
independence, a certain self-reliance, a certain understanding in the man that if he 
is not going to look out for himself, is not going to render his own service in the 
world, nobody else is going to render it for him. And I like to think that the Dart- 
mouth spirit, among other things, leads men not only to save themselves from being 
dependents upon society, but likewise to help others to the same end. 

I remember a few years ago, in looking over a class report, seeing a letter which 
impressed me very much in its closing sentence, something to this effect: "I have 
no envy of the man to whom success has come in greater measure than to me, and 
I have a heavy heart for those upon whom great burdens have fallen." I think that 
is a sentiment worthy of all Dartmouth men, and it is a sentiment typical of the 
next man who is going to speak to us — Dave Maloney of the Class of 1897. 



87 



ISO Tears of Dartmouth College 



Scenes from 
the Sesqui- 
Qentennial 

The Tageant 








1 




, 


3 


V, 




t 


!^ 


1 


y 




1 
V 


. r 
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s' 























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' i ]i 




1^0 Tears of DARTMOUTH College 



ADDRESS BY DAVID J. MALONEY, ESQ. 

MR. MALONEY. Mr. President, Dartmouth friends, ladies and gentlemen, 
when I accepted the invitation to speak here tonight I assumed that I was 
going to talk to a few Dartmouth boys, and not to all the people in New England, 
and my first fear was that I could not be heard. But I am now quite satisfied that I 
shall be heard. I am going to deliver the third best speech of the evening. 

A great honor comes to me as a graduate of this institution to be privileged to 
stand before you tonight, as a graduate of the College in 1897, and to tell you some- 
thing of Dartmouth and the Dartmouth Spirit. It will be necessary for me to 
reminisce a little, and while they say that when one reminisces he seldom tells the 
truth, I shall try to keep as close to the truth as the occasion warrants. 

Can you picture a poor country boy working at the loom, counting the hours 
and days of wearisome toil, — a mill hand, the saddest word in the language of New 
England! That boy's father said to him on a beautiful September afternoon, as he 
stopped at his machine, "Do you want to go to Dartmouth College?" In the throat 
of that boy rose a lump as big as his fist, and, though he realized that it meant the 
breaking of home ties, he said, "Yes, I do." 

Within the hour he was on his way to a neighboring city, not to renew but to 
replenish his scanty wardrobe. He bought a trunk that he thought never could be 
filled with one person's clothing. The tray alone would have been sufficient to carry 
his other shirt. For that boy in 1893 was in much the same position as the colored 
man whose wife complained because, as she said, one of his friends was wearing his 
socks. He replied, "That isn't so, because I wear them myself all the time." And so 
this poor country boy felt that he did not even need a trunk. 

That boy made an early morning start the next day for Hanover. As he rode 
over the familiar hills, beautiful in the autumn grandeur, he felt an ownership in 
something. It was his first journey in the world of men. He was a boy no longer. 

Dartmouth College was not so well known in 1893. I^ fact, when the boy at 
Springfield, Massachusetts, stepped into the ticket office and said, "I want a 
ticket for Hanover, New Hampshire," and the answer came that it was not on the 
railroad, he was confused. You see, the boy did not know much about Dartmouth 
College, but he was compensated a little afterwards when he found that the College 
knew very little about him or the place whence he came. 

It was a meetingof twounknown quantities. But itwas not long beforeDartmouth 
College, that powerful institution, and the unknown country boy, so unequal, be- 
came merged into something that the boy afterwards found was the Dartmouth Spirit. 

You will hear much said of the different eras of the College, — the humble 
beginnings under Eleazar Wheelock; the internal strife, and Daniel Webster; the 
reconstruction under Dr. Tucker, and the present world effort under Dr. Hopkins. 
But, my friends, the era I know most about is the era of the green sweater and open 
plumbing, and the latter perhaps for many reasons was a distinctive era. 

[89I 



Dartmouth 
Night 

Address by 
<J^aloney 



1^0 Tears of Dartmouth College 



T>artmouth 
Night 

zAddress by 
zy)^aloney 



My first bath in a bath tub was in this college, in 1894. Note, I said my first 
bath in a bath tub! Of course, we had the old swimming hole in my town, and a 
bucket or two. 

Dartmouth Spirit! Can you ever forget it? When the boy arrived at the Nor- 
wich station and mounted the old fashioned coach, he gazed at the rugged beauty 
of the hills, a fitting background to the peace and quiet of the fair Connecticut. 
And then there was the hollow sound of pattering feet and he was passing through 
the old covered bridge. Such an historic monument and such an intimate and 
historic odor, to one from the country, this remnant of past generations, resplendent 
with its memories of the passing of many men whose lives had made the nation 
richer and greater! Its many worded signs were suggestive of what to wash with, 
what to wear, and what to use to stimulate a torpid liver, and yet the crossing of 
that bridge marked the crisis of that boy's life. 

It was youth with all its sentiment and devotion crusading to find and cherish 
with the homely instincts of the country boy the faith and simplicity of true man- 
hood. Secure in the past of an honored home and loved ones, entering into the 
undiscovered fastnesses of hope and imagination, in the crossing of the bridge that 
boy stepped forth into the boundless future of joy, sorrow and temptation. 

What would the crossing avail him? That was the anxious question, as, with 
faltering step, armed with honesty of purpose and "with hope high, and fear 
restraining," he sought that which comes to all men when in the true spirit they for 
the first time cross the bridge. 

The next introduction to the Dartmouth Spirit was when the boy wended his 
way to the Administration Building and met that splendid man. Dr. Tucker, who 
said to him: 

"Let's see if we can accomplish a great deal this year. I want you to go home and 
bring comfort to your parents for their sacrifice in sending you to me. You will do 
your share, won't you?" 

That was the Dartmouth Spirit — co-operation — and the boy felt that he had 
entered into a solemn contract never to do anything that would bring pain or 
disappointment to that kindly man. He kept that contract, except that at one of the 
chapel services there was a personal reference to him as the President told of a boy 
who, Aladdin-like, was seen in the act of taking one of the oil lamps from the 
corridor of Wentworth Hall. On one other occasion, when he was dragging on the 
frame of an old wagon the lumber of the College to replenish the bonfire on the 
Campus, he came face to face with that kindly man. But the boy was soon convinced 
that college lumber still belonged to the College and ought to be returned. 

The boy gradually began to study the meaning of the Dartmouth Spirit and 
where it got its great appeal to boys of the whole nation. The Dartmouth Spirit is 
an evolution. When Eleazar Wheelock founded his Indian school in Connecticut 
and later wended his way over the northern trail to the wooded areas of New 

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Hampshire, then a wilderness, he little knew the inspiration he would bring to 
future generations. 

What prompted this good man to lay aside comfort, convenience, peace and 
quiet to do this noble thing? My friends, he laid the foundation of the true Dart- 
mouth Spirit. For it was not adventure which brought him here, as even the easiest 
journey in those days was adventurous. It was the keystone of the Dartmouth 
Spirit, — Service, Service to mankind, — and he brought that service where it was 
needed. 

No great effort that reached accomplishment, no great progress, whether 
social, political or religious, has ever thrilled the world unless there was coupled with 
this basic principle Service, Sacrifice. And so, my young friends, we have the Dart- 
mouth Spirit builded upon two beautiful principles. Service and Sacrifice. 

This great institution antedates the Constitution of the United States, and in 
the foothills of this Commonwealth was established Dartmouth College to demon- 
strate to the world in its true sense a social Democracy. Here you will find from the 
earliest days equal opportunity to every man, no matter what his race or creed, who 
seeks the opportunity to serve, and the College demands of him only an equality and 
earnestness of effort. 

The Dartmouth Spirit is friendliness and kindliness. It is thinking of the other 
fellow. What has been the watchword of America in the recent world struggle? It 
has been Service, and the nation is grateful for the opportunity to have shown the 
world that great accomplishment is always possible when we accept as the watch- 
word of progress, "Let's Do Something Together!" 

That was the watchword of the world. It has always been the Dartmouth 
motto, — "Let's Do Something Together." That is the Dartmouth Spirit. 

Life at best is an uphill journey. The higher up you go the less dust you will 
find, fewer men, and a clearer atmosphere, but when you get near the top the Dart- 
mouth Spirit says, "Look back and help some other fellow, even if you have to drag 
him up a little." 

I heard Sir Baden Powell, the head of the English Boy Scouts, tell a story that 
spoke eloquently of the Dartmouth Spirit. The younger boys at a meeting were 
discussing what they should do with a rotter in their ranks. One boy said that a 
rotter was just like a rotten apple, and that when his father found one in a barrel 
he took it out and destroyed it because if he left it there it would contaminate the 
others. Another boy almost screamed his answer: "That isn't the way my father 
does. He deals in horses, and when he finds a bad horse he doesn't kill it. He just 
makes it travel with a good horse until it becomes a good one." 

If your brother lags a little, don't condemn him. Make him measure up by 
"Doing Something Together." That is the Dartmouth Spirit. 

It offers a wealth of health in God's open country in surroundings of purity 
and faith. It teaches and demands good thinking, and as a result the College sends 
into the world men of high purpose, eager and willing to assume the burdens of 

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T>artmouth 
Night 

<tAddress by 
z3)(Caloney 



1)artmouth 

Night 

zAddress by 
^y^aloney 



150 Tears of DARTMOUTH College 

citizenship, to do the world's work faithfully, pleasantly, to minimize the pain and 
to keep the way clear for future progress. 

I think it was Pasteur who said, "A Democracy is that form of government 
which guarantees to the individual freedom" — most of us would stop there, but 
he goes on — "to do his best for the public service." 

Boys, that's what you're here for, to serve, and when you go out into the 
world, if you have served here you will serve there. But if you can't qualify, it 
would be better had you never been born. The world won't need you, for the world 
doesn't want anything it doesn't need. 

The poppied fields of France lovingly whisper the names of Dartmouth's sons 
who served humanity. The laws of the Nation teem with the wisdom of her sons. 
The literature of the world shines more brightly because of her teachings. All forms 
of activity, religious, social and industrial, thrill with her good thinking and zealous 
effort. 

You are beginning the greatest era in the world's history. Never before has there 
been such a demand that the future citizenship of the country shall be strong of 
body, clean of mind, good thinkers, loyal to principles, and with a capacity and 
desire to serve. 

My friends, I have come to the end of my part in your well-wishing. Learn to 
serve! Learn to be good thinkers! Keep health and a clean mind, — and you will 
have the Dartmouth Spirit, and as you go forth into the world you will accept the 
duties of citizenship. 

President Tucker once said, "Keep yourselves unspotted from the world, but 
let the world feel your power." That means that you must embrace good citizenship 
by practicing the doing of those things which good citizens do, and if you can stand 
before the world and say, "I am an American citizen," and measure up to it, you've got 
the Dartmouth Spirit, and the traditions and the future of the College will be secure. 

President Hopkins. In just a moment I am going to ask the College to rise 
and sing with the Glee Club the first and third stanzas of "Men of Dartmouth." 
But before I do that I want to ask the cheer leader to call for a cheer for the man 
to whom we are more indebted than to any other single man or single force for 
Dartmouth College as it exists today, for the stamina and attractiveness it holds; a 
man who lies too ill tonight to even have the procession pass in front of his house or 
to even have the house reached by telephone. But some day we want to tell him 
what a cheer was given him on the one hundred and fiftieth anniversary. Let us give 
three cheers for Dr. Tucker! \Great applause, followed by tremendous cheering, all 
present rising.] 

The last speaker of the evening is one for whom no introduction is needed in the 
case of many of you — a man known to the alumni, known to many of the under- 
graduates, and intimately known as a past member of the faculty. 

The spirit of Dartmouth leads to pioneer work, and it is perhaps well that we 



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I S '^ Tears of Dartmouth College 



should have in the midst of the pioneer work that is being done in the country one 
who is making so distinct and valuable a contribution to the development of a new 
institution of learning, in connection with which reciprocity is evident in that this col- 
lege is in Connecticut and received its president fromNewHampshire and Dartmouth. 

The witty President of Allegheny College a few years ago was about to take 
the ship to go abroad on a religious mission, when he was approached by one of his 
friends, who said to him, "If you find any new religion in Europe and endeavor to 
bring it back, you will have to be on the lookout for the customs." Whereupon he 
replied that any religion he could import into the United States would have no 
duties attached! 

But, seriously, in introducing President Marshall of the Connecticut College for 
Women, I am introducing not only a preacher, a teacher, a college president, who is 
looking for no easy berth without duty, but one who comes to us with a full knowl- 
edge of all that the Dartmouth Spirit means, with a record as a fine athlete, a man 
of scholastic ability, and a man who is a friend of Dartmouth, your friend and my 
friend, — Benjamin T. Marshall. Ben Marshall! 



T)artmouth 
Night 

^Jlddress by 

T'resident 

'•JtCarshall 



ADDRESS BY PRESIDENT BENJAMIN TINKHAM MARSHALL, D. D. 

PRESIDENT MARSHALL. Mr. President, members of the Class of '23, my own 
college alumni friends on the platform, ladies — who, perhaps, ought to have 
been mentioned first, and are first in our thought and appreciation — it is not 
exactly an easy thing to follow these splendid men who incarnate and demonstrate 
in their persons and in their careers the best things of Dartmouth. But it is a privi- 
lege of which I am both happy and proud, that I am asked with Mr. Jones for a 
second time to appear in a Dartmouth Night celebration; to recall with him that 
first Dartmouth Night in the Old Chapel of the old Dartmouth Hall; to recall, too, 
that it was he who inducted me into some of the mysteries of football in those days 
— the good old forty-five minutes of plug, tear and scrap, with ten minutes' rest, 
and then another forty-five minutes of the same thing, very different from the 
active, pretty game of today! 

It is a great joy to come back to the College on this occasion and have a share 
in this tremendously significant anniversary, bringing my word of appreciation that 
is all inadequate for all that these men before you and many others have meant to 
me; as a Dartmouth man bringing the testimony of a loyal heart that has never 
forgotten four tremendously precious and significant years under that great spirit 
in whose name and for whose sake we have just opened our hearts and our lips. 

It is with no small satisfaction that I share with Dave Maloney the proud 
distinction of being a member of the Class of '97, the largest class that ever entered 
Dartmouth College up to that time, one hundred and twenty strong. But, if you 
please, apart from numbers, as we said on a little medallion we wore at a reunion 



92 



Scenes from ":' 
the Sesqui- 
Qentennial 

The T^ageant 



15 


Years 


of 


Dartmouth College 


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The zArrilpal of M 

'Daniel Webster n 

and T^jtfus Qttoate ''i 




iTmm^smei^mivB 







Sleazar Wheelock^ 
l^acties Hano'\>er 




The 'Pageant Forming 



1^0 Tears of DARTMOUTH College 



a few years ago with Dr. Tucker's head in the centre thereof, "we entered with 
him." As he took up the reins of office we also entered upon a college career which is 
unforgetable. 

It has been my privilege to step upon the Campus of Dartmouth and to enter 
some of her buildings in some part of every calendar year since the fall of 1893, when 
I came here a very strange-feeling freshman. I want to bear witness that every visit 
and every experience in those twenty-six years has left its deposit with me, its new 
impetus in devotion, its new and heightened sense of the value of the College. I 
shall speak all inadequately of what the College is, but at the back of my thinking 
will be not only the experience of alumnus and undergraduate, but of five delightful, 
happy and in many ways unusual years in which it was my proud satisfaction to 
uphold the hands of the chief of the College at that time, the most brotherly, tender, 
delightful, noble and chivalrous soul imaginable, Ernest Fox Nichols — in the last 
years of his administration. 

If there is anything upon which those of us who entered the College under 
Dr. Tucker can all agree, I am sure it is that, wherever we were born, we were 
somehow born again under him, and that anything we are and anything we give 
dates somehow back to something he said, something he did, some gleam of the old 
fire in his eye as he looked us squarely in the face, some thought we took out of 
chapel or other exercises, when, in his characteristic fashion, he handed out with 
the only gesture he ever used some pearl of great price, some nugget of pure gold, 
some thought imperishable and dynamic. 

Brother Maloney has referred to the fact that two of the speakers are from 
Boston. While I do not come here from Boston tonight, I do have the satisfaction 
of saying that I was at least born there, and that I am here tonight in a position 
where I can utter just a word of the appreciation we all feel of what has been done 
for the College by the Boston alumni — by Mr. Powers, by Mr. Adams, by the late 
Charles T. Gallagher, and by other honorable alumni of the College, great souls who 
have made that group what it is today, whose great leadership and what they have 
said and done, both in my hearing as a mere lad and as a growing man, have helped 
to place Dartmouth in the high position which she holds in the esteem of the people 
of this great land. 

I have really come here tonight to bring greetings, if I may, to the Class of 
1923, and to try to write upon their hearts some new assurance that they are in the 
right place, that they have made the right choice in coming hither; that they are 
being inducted tonight into a fellowship than which, in nobility, quality, promise 
and opportunity there is none finer, — the Dartmouth Brotherhood! 

I come to bring my greetings first in the form of a little anecdote which I recall 
Bishop Talbot, who has been referred to here tonight, once telling. He spoke of the 
time when he was the head of a little school in the state from which he came, I 
think Missouri. When he was busy one day about his tasks the colored janitor 
approached his desk and asked if he would be interested that night in coming to hear 



T)artmouth 
Night 

Address by 

T'resident 

zytCarshall 



9S 



1 5 o Tears of Dartmouth College 



''Dartmouth 

Night 

Address by 

'President 

<3(CarshaU 



one of the great colored preachers. He thought over what he had to do that day and 
evening, and decided that he could go, and so he accepted the invitation. 

He was shown to a very good seat and heard from the colored preacher a really 
splendid sermon. At the conclusion of the sermon who should be called upon to lead 
in prayer, if you please, but his colored janitor. I will not attempt to tell you all 
about the prayer, as there would not be time to do so before midnight; but he 
rambled all over the earth and finally came back to the town and the school, and in 
his effort to be classical he prayed that the good Lord would send down on the 
professor his "sanctum sanctorum!" 

Bishop Talbot went home, and Mrs. Talbot asked him about the services. He 
described them and said, "You know, Sam was called upon to pray, and he offered 
a remarkable prayer. He remembered us and prayed for us, and used quite an 
unusual phrase, and I am going to find out what he meant." Mrs. Talbot endeavored 
to dissuade him, because she was quite sure that he would offend the good janitor. 
But the Bishop said "No, I think I can get it out of him all right." So the next 
morning he was at his desk and the janitor came shuffling around, attending to his 
duties, and he asked the Bishop if he liked the services. The Bishop said, "Yes, I 
liked them very much, and I was particularly impressed with your prayer. I 
remember that you used the phrase that the good Lord send down on us his 'sanctum 
sanctorum.' Do you mind telling me just what you had in mind when you used that 
phrase?" 

"Well," replied the janitor, "I dunno that I kin 'zactly 'splain what I meant, 
you know, but I jest meant for to ask the good Lord to send down the best he had 
on hand!" And so I will say to the group of fellows who enter this College this fall, 
under the spell of the traditions and spirit of the institution, with its great past and 
with its promise of a great future, that I wish to them, and I think I can assure to 
them at the hands of the President, the faculty and the trustees, academically, 
ethically and humanly speaking, the best that the College can afford. 

It is true that the speaker is engaged in a piece of pioneer work, and it has been 
no small task today to try to trace the steps of that pioneer who pulled up stakes in 
Lebanon, Connecticut — a place that on a clear day, with perhaps the exercise of a 
little imagination, I can see from my office — and found his way up here over the 
trail. And I realize that one may feel today in the work he is doing something of the 
spell and the spirit of that great pioneer; that he may, in his own way and in his 
place, in common with all good Dartmouth men who hold the traditions of the 
College here, hark back to those beginnings, small as they were but rich in promise 
and wonderful in prospect, and then go about his own task in full assurance and 
faith that success will crown his efforts. 

I am glad that a member of my class has said to you, and said far better than 
I could say them, some of the things that were in my mind to say. I wanted to say 
that I considered that the Dartmouth spirit was compounded of manhood, brother- 
hood, sympathy and service. I dare again, if I may, strike those great notes, those 

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1^0 Tears of Dartmouth College 



great fundamental tones in the Dartmouth hymn of praise; for I profoundly believe 
that, either behind the desk in your class rooms, across the net, on the other side of 
a chalk line, or at your side as you tramp these hills, or on a mountain top, or, if 
you please, in the quiet of yonder house of worship, you will come face to face and 
shoulder to shoulder with real men here, whose thought, faith, honor and conscience 
shall so commend themselves to you that you will be proud to be able to look them 
in the face and count them your brothers, in a fine fellowship. 

I know that every college claims a certain distinctive spirit. I think it is fine 
that there is that individuality and distinctive characteristic about the American 
colleges, men's and women's alike. If our spirit is a little bit difficult to define in all 
its refinements and all its great out-reachings, this at least is true, that it begins 
with honest manhood; and if there be any man of the entering class who has thought 
himself but a boy, I do not care if he is yet in his teens, I would like to take his hand 
and say, "My boy, you are a boy no longer, but a Dartmouth man from this night 
forward in that great fellowship, that great guild of manly souls." 

Not only that, but I would remind him that he has entered into a kind of 
microcosm; that the college campus is a kind of small world, that all that is good, all 
that is great, all that is inspiring, all that is stimulating, is here. Alas! some things 
that cannot be so described are also here, but they are a foil to your natural goodness 
and they represent a chance for victory, represent something out of which you shall 
grow and which will challenge you to put forth your best. 

Besides, a college of this size, with these traditions and this splendid honest 
democracy prevailing, is a wonderful school for brotherhood. Mr. Jones has referred 
to some of the minors in your college course. I wonder if he would not covet the 
privilege of just taking the entering class, that splendid six hundred and sixty- 
seven, and showing them in a very few minutes how mighty and major a thing is 
brotherhood in these great days of the world's need, perplexity, confusion and 
almost despair. 

There are one hundred men on this platform who, out of hearts that glow with 
sentiment and emotion, could tell you of great friendships they have made and 
wonderful alliances of soul with great spirits whom they honor; but I fancy, too, 
they would tell you that the friendship that abides, the alliances that are steadfast 
and the great fellowship that they hold nearest to their hearts, they made on this 
Campus, in the brotherhood of Dartmouth, with its sympathy, its understanding, 
its red blood, its vigorous undertaking of the things which men of a college undertake 
on the campus and elsewhere, so fitting themselves that when the world might call 
them, when the sound of a trumpet should summon men to get together, they could 
respond worthily. 

Then I like to believe, and I do profoundly believe, that a college is a place, 
and that Dartmouth College is a place, where men get that without which, it seems 
to me, life presents the most awkward dilemma and confusion imaginable, — 
namely, understanding. I think it is fine to be called honorable; I think it is good 



'Dartmouth 
Night 

(Address by 

T'resident 

(^ACarshall 



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Dartmouth 

Night 

'iAddress by 
'President 
z^^arshall 



to be called noble; but I am inclined to think that one of the choicest compliments 
that can be paid to man or woman is to say that he or she is "such an understanding 
kind of a person," And by that I mean that not from your mere browsings in 
history and literature, but from your deep penetration and observation of the great 
facts and phenomena of life, not simply from little excursions into philosophy but 
rather from deep penetrations into the substance of it, not from mere acquaintance- 
ship here and there but rather from the forming of indissoluble friendships, you will 
come to know what is in the human heart. 

You will come to know of what the human spirit is capable. You will indeed 
know its frailties, but you will know tremendously its strengths; and you will read 
history, ancient or modern, you will read the daily newspaper and the current 
magazine, you will meet all sorts and conditions of men on an equal footing, without 
misgiving, without fear, because here, if you please, you met all sorts and con- 
ditions of men, you played, talked, walked, thought and disputed with all sorts and 
conditions of men. If it be not quite that, then you read of them or read their 
thoughts, and here you met the world in all its ranges, among your fellows and your 
friends, and it can hold nothing that shall surprise you and nothing that shall take 
you unawares. 

Further, that same experience, to which you are looking forward and which we 
have been through, with its wide range, makes you wise in the understanding of men 
from the point of view of their limitations, their sorrows and their temptations, and 
makes you also sympathetic, because of your knowledge of their powers, their 
capacities, their emotions, their dreams and their achievements, so that without 
an envious heart you may see a classmate go far beyond you to great estate and 
large place, and see men who are much your juniors in college go on to things for 
which they were made, and rejoice in their success, while you do your part to 
measure up to one hundred per cent of your efficiency, like the honorable, brotherly, 
sympathetic, understanding soul you have come to be. 

If I am mistaken about this which I believe Dartmouth College does for men, 
I want to be corrected, because there is not an alumnus here who does not from time 
to time get a letter from a perplexed father or mother as to where the boy had better 
go; and, while one dare not think that any institution is perfect, it is no small 
satisfaction, when one has a chance, to go on record in a personal, intimate, frank 
and confidential way in pointing that boy's footsteps up the northern trails that 
will land him on this Campus, to come under the hands of these men, who will 
treat him not so much as pupil as comrade in that most glorious quest for truth, 
manhood and character. 

These are some of the things that I think Dartmouth is doing for men, and has 
done, and these are some of the things, men of '23, that it will dp for you. 

But, if you please, men of the entering class, and men of every class, and friends 
of the College, may I dare to say for you — what I am sure has been in your minds, 
and what is difficult to say, — that this College and every path within its hallowed 

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precincts, this College and every blade of grass on its splendid Campus, this College 
and every room and hall through which the feet of men have gone, is forever 
consecrated, because men who got here these things of which I speak are no more; 
and tonight we walk these gravel paths, and it is not difficult to think of the rustle 
and tread of feet that shall not again cause the gravel to crunch or the grass to bend, 
or, when we step into halls, to think of those to whose united, eager or unwilling 
speech they shall never again re-echo, or class rooms where their voices shall not 
again sound forth more or less confidently that which they had to say. 

I am thinking, men of '23 and of every other class, of how the Dartmouth name 
and the Dartmouth spirit has been baptized anew and consecrated anew by the 
sacrifices that Dartmouth men have made in these last years — sacrifices of time 
and of strength, sacrifices of anguish and of pain, ultimate sacrifices in the giving of 
their fine, young lives. As I shook hands this afternoon with fine young men — 
perhaps I ought not to mention names — men as dear to me as my own flesh and 
blood, and as I looked into the eyes of those men, whose grip made my hand wince, 
I thought of the other young men who had fallen by their sides in the past few 
years, and whose mortal remains now lie on the other side of the sea. 

And as I walked around this Campus quietly tonight, on the edge of things, 
visualizing scenes when I lived here, I thought of many of these things that have 
come to us all so intimately. There is not a day passes when the vision of scenes 
here, memories associated with Dartmouth, do not come across my mind and cheer 
me up. I thought of the lines of Rupert Brooke: 

"Blow out, you bugles, over the rich Dead! 

There's none of these so lonely and poor of old, 

But, dying, has made us rarer gifts than gold. 
These laid the world away; poured out the red 
Sweet wine of youth; gave up the years to be 

Of work and joy, and that unhoped serene, 

That men call age; and those who would have been, 
Their sons, they gave, their immortality. 

"Blow, bugles, blow! They brought us, for our dearth. 

Holiness, lacked so long, and Love, and Pain. 
Honor has come back, as a king, to earth, 

And paid his subjects with a royal wage; 
And Nobleness walks in our ways again; 

And we have come into our heritage." 

Not for England alone, but for every land which gave its men and women 
for humanity, — for Dartmouth, for here, as almost nowhere else I know in all the 
world, are those words divinely true. 

Men of '23, estimate at the highest possible rate you can the privileges of this 
College, for men have died for you and me these last few years who got that which 
they gave, that which made them what they were, on this plain which now envelops 
you and lays before you this feast indeed of all good things. Who can say other than 



T)artmouth 
Night 

zAddress by 
'President 

zy)(Carshall 



99 



Dartmouth 
Night 

Address by 
'President 
(^y^fCarshall 



1^0 Tears of Dartmouth College 

this, that the world of which we are a part and that age into which we are to enter, 
whether it be called just a new age or what must be some kind of a transformed age 
to make us care to go into it, is presenting its new problems, and what better 
elements can you and I take forward into that age than the qualities of manhood, 
brotherhood, understanding, sympathy and service? 

And, whether you will or not, and whether you knew or not when you pointed 
your steps hither, over your life and into your soul by your coming here is poured 
a quality of sacrifice than which the world knows no nobler. I would not care to 
lift my eyes upon tomorrow's sun if I did not profoundly believe that the world that 
is to be is going to be a brighter, happier, juster, cleaner, better world, for what 
Dartmouth men shall bring into it of the qualities which here they get. 

If Dartmouth College may be thought of as a sort of factory, I would like to 
have you think of it for a moment as a place where artisans learn their tasks, learn 
how to fashion material for the great temple of liberty and humanity that is to be; 
and, indeed, at the risk of reading a poem — against which we have been warned, 
may I read these lines as representing that which I would like to leave with you, 
Dartmouth men and Dartmouth men in the making, men who shall put into the age 
that is to be something granitic out of these eternal hills, something red-blooded 
and human out of this divine fellowship, something fine and enduring out of the 
classic halls on this old Campus ? 

A NEW EARTH 

God grant us wisdom in these coming days 

And eyes unsealed, that we clear visions see 
Of that new world that He would have us build 

To Life's ennoblement, and His high ministry. 

Not since Christ died upon His lonely cross 

Has Time such prospect held of Life's new birth: 

Not since the world of chaos first was born 

Has man so clearly visaged hope of a new earth. 

Not of our own might can we hope to rise 

Above the rut and soilures of the past. 
But, with His help who did the first earth build. 

With hearts courageous we may fairer build this last. 



President Hopkins. We come to the end of the Dartmouth Night proceedings, 
but I would not have you do so without a consciousness of the spirit of age and 
tradition which has been emphasized throughout. We have heard it said, how large 
the College is at the present day, and yet, if you think this is the first time that 
Dartmouth has been a large college, I will ask you to read the statistics of enrollment 
of the American colleges in the decade from 1790 to 1800. Or if one says, "Yes, but 
that was a time of disorganization, following the Revolution," I will ask you to read 
the statistics from 1840 on. Fundamentally, the thing which the ages teach us is that 

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the College is not what it is because of its quantity, but it is what it is because of its 
quality. 

We meet here tonight under circumstances so different from those of the first 
Dartmouth Nights that have been spoken of that, unless we have the spirit of the 
common denominator of understanding, we shall lack a grasp of some of the finer 
things that went with the earlier and smaller group. But I like to think at this time 
that we, no less surely than those whose portraits we saw in the Old Chapel, faculty 
and distinguished alumni who gave so much for the College, for one hundred and 
fifty years have been working, the Dartmouth constituency, shoulder to shoulder, 
co-operatively, for the accomplishment of a common purpose, to enhance the 
citizenship of the country. I like to believe that Dartmouth men generally, to the 
extent of their ability and opportunities, have been so working through all the 
decades, just as truly and as earnestly as Webster, Choate, Thaddeus Stevens, and 
Salmon P. Chase. 

The question may be asked, "What is the Dartmouth of 19 19 going to be ?"Make 
no mistake: The great fundamental impulse and purpose will still continue. The 
Dartmouth spirit is effective because of the team play which makes the man who 
serves on a team of the College, the man engaged in work of administration, the 
man who gives of his time and energy as trustee, the man who interests himself in 
the affairs of Dartmouth as an alumnus, work together, co-operate. And for the 
continuance of that spirit and that purpose we look to the men who are the bed 
rock of the College Spirit, the undergraduates of the College. It is because all these 
elements, all these influences, are melted together, fused into a common mold, that 
we have this College Spirit. 

Gentlemen, there is tonight a responsibility upon the undergraduates of the 
College such as has seldom before, if ever, been placed upon the undergraduates of 
any college. There are in Dartmouth College tonight eight new men to every ten 
old ones, and the responsibility, therefore, rests with particular weight upon those 
ten who have known the College, and upon you eight who are new to the College, 
that in the quickest possible way the purposes of Dartmouth shall be understood 
and shall be accomplished. 

And now I want to call for one more college cheer, for the great founder of 
Dartmouth College, the courageous soul which was in Eleazar Wheelock. 

After college cheers to the memory of Eleazar Wheelock and for President Hopkins, all present 
joined in singing "The Dartmouth Song," led by the Glee Club. 
This closed the exercises of Dartmouth Night. 



T>artmouth 
Night 

Remarks by 

President 

Hopkins 



[loil 



150 Tears of Dartmouth College 



Scenes from 
the Sesqui- 
(Jentennial 

The "Pageant 




1^0 Tears of Dartmouth College 




Typical 
T)artmouth 
Under- 
graduates 
in igig 



leaders of Student <^ctiy>ities 



fit.^A ij|^4.^>t ms^%\ 






i^:*^%e^'^ 






L. 



The Football Squad 



/JO Tears of Dartmouth College 



The 

'Anniversary 

Sermon by 

T'resident 

Travis 



SESQUI-CENTENNIAL SERMON 

By The Reverend Ozora Stearns Davis, D. D. 
President of Chicago Theological Seminary 

Vox Clamantis in Deserto 

"The voice of one crying in the wilderness, Prepare ye the way of the Lord, make straight in the 
desert a highway for our God. Every valley shall be exalted and every mountain and hill made low; and 
the crooked shall be made straight and the rough places a plain: and the glory of the Lord shall be revealed, 
and all flesh shall see it together; for the mouth of the Lord hath spoken it.'' — Isa. ^O: j-j. 

IF one seeks for a text appropriate to the Sesqui-Centennial of Dartmouth he 
turns instinctively to that great passage from Isaiah, which is also applied to 
the mission and character of John, the wilderness prophet, and was finally 
written into the seal of the College at the suggestion of Eleazar Wheelock. 

The second Isaiah, prophet of hope in a time of exile; John the Baptizer, 
prophet of righteousness in an age gone stale with religious formalism; Eleazar 
Wheelock, prophet of learning and civilization in an age of rude and mighty begin- 
nings! And of each it was fitly said that he was the voice of one crying in the 
wilderness. 

In each of these eras these words bit deeply into the living tissue of the time. 
This was not merely a fine phrase of rhetoric. The words stand forth in stark and 
tremendous reality. They test the mind; they purge the heart; they set the wills of 
men fast upon great decisions under the stress of mighty urgency. 

Centuries intervened between the use of the words in the sixth century before 
Christ, in the dawn days of the Christian era, and at the close of the eighteenth 
century, when Wheelock made the adventure of faith that laid the foundations of 
Dartmouth. A captive under the iron hand of the Babylonian terror, a rough man 
of the wilderness striking his ax hard at the root of contemporary sin, a pioneer 
minister and teacher — these were different characters; but they are strangely 
alike in their mission and message. 

Therefore, on this significant anniversary, let us attempt to re-value the ancient 
Scripture which was first proposed to the English trust by Wheelock in 1770, and 
was finally incorporated into the seal of the College in 1773. It stands fittingly in its 
Latin translation: ''Vox Clamantis in Deserto^ 

The phrase cannot be understood apart from its following context, and we 
shall interpret it in its larger connections. 

The Wilderness. In the case of Dartmouth the figure was vibrant and vivid 
with reality. The roads were rough and led through forests and over high hills. Who 
that lives in a city among the prairies today can appreciate the figure? But the men 
of early Dartmouth were at grips with the wilderness; they understood the words 
on their seal, because the wilderness entered into the very constitution of their lives. 

But this is not the point. The wilderness is the symbol of that world in which the 

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living College speaks and energizes. Is it still an accurate and adequate description of The 
the contemporary life, in which the college functions and the college graduate 'Anniversary 
fulfils his mission to his generation? Search the figure for its essential factors. The Sermon 
wilderness is rude, undisciplined, confusing, dangerous. The wilderness is alluring, by T'resident 
big with romance, potential, mighty. It holds the promise of the riches that support T)avis 
civilization tangled in its wild growths and hidden in its dangerous deeps. Man is to 
realize it. The wilderness is not for the undoing of man; it is for his making. In 
subduing it he realizes himself. 

That is the inmost meaning of the world, the vast, bewildering, terrible, 
fascinating, divine world upon which Dartmouth College has been laying its 
mighty and benignant hand for a hundred and fifty years. And never was the figure 
more significant than it is today, when the whole order of human life has been 
shaken to the foundations and a new world is in the making. The key of the present, 
upon which the blood is hardly dry, no longer fits the future's portal. 

The Messenger. This word stands for the fundamental truth that no generation 
can be inspired and guided by impersonal forces. // is the living man^ speaking his 
truth home to the heart of his time that saves the world from chaos and old night. There 
is no scheme by which life may be kept wholesome and tender. There are no panaceas 
for the generation's grief. At the last analysis it is the living person, the messenger, 
the voice that brings the world into right relations and makes it worth while to live. 

This is what Dartmouth has been for a century and a half; this is what she has 
done. Her imperial summons, her high demand, has been personal. The College has 
not trusted any formula or program of her devising to make the Nation strong or 
guide the generations into paths of peace. She has spoken her burning word in the 
form of kindled souls who have put themselves personally into the service of their 
time. The glory of Dartmouth is not her buildings or her books; not her traditions 
or her publications; the glory of Dartmouth is her messengers, her men, her brother- 
hood of the flaming soul and the vibrant voice. 

The Message. It is cast into the royal figure of a king's progress through his 
realm. The way of the Lord is to be prepared in order that he may pass through 
his rich and loyal lands. It is such a figure as would bring keen consciousness of pride 
and joy to the soul of an Oriental citizen. The visit of the king was the occasion of 
rejoicing and pride. 

Under the figure lies a profound philosophy of history and a stirring vision of 
the meaning of the world. This universe is the place through which God moves with 
high and holy purpose. The world is the realm where God makes his way. 

This was the thought in Wheelock's mind when he placed above the College 
building on the seal a triangle irradiate, bearing the two Hebrew words, "El 
Shaddai," God Almighty. The one central fact in the thought of these wilderness 
pioneers was that God Almighty is moving through his world and it is man's business 
to make his way ready and straight. 

They were in contact with the elementary forces, — nature in its stern forms of 

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The 

'Anniversary 

Sermon by 

President 

'Davis 



forest, frost and rough wilderness paths. They were compelled to meet force with 
force, and they found their strength to lie at last in the Almighty Creator. Their 
faith was not a mere philosophy; it was a workable conviction that God was real^ 
mighty a.nd forever on their side in the struggle. 

The Promise. The ancient Scripture contains a present imperative that is 
specific and compelling; it also contains a future tense which is heartening. It dis- 
tributes the great work of making a highway for God under four items. 

Every sundering valley shall be filled up. Once more, the physical figure is to be 
expanded into the economic, the social, the moral and the spiritual realms. There 
they stand, the valleys of class and color and creed, which no man can leap or bridge 
until the road-makers have performed their great task. 

Dartmouth College and Dartmouth men have been mighty factors in bridging 
and filling the abysses that separate human comrades in their common life on earth. 

There is the great chasm of race difference, which runs through all our life with 
its divisive and deadening influence. Wheelock began the College as a ministry to the 
red men. The vision of service to those who needed him found Wheelock in his 
study as a parish minister, and made him the pioneer of learning, morality and 
religion to the natives of these New England hills. The College changed its char- 
acter, but it never has lost the genius of its founders. Dartmouth's democracy Is the 
eternal defiance of class and racial boastfulness and privilege. Race suspicion and 
class antagonism must in time yield to the catholic temper which is the final Issue 
of true culture. Wherever the Dartmouth man lives and works, there a spirit of 
universal human sympathy and service must be finding expression. Not that there 
will be a deadly uniformity of life at the end of the process; but because persistent 
differences will be recognized and utilized in ideals and programs big enough to 
unify them all. 

Men of Dartmouth, way-makers for the regal progress of God through a dis- 
trustful and divided world, hear once more the message blazoned on the seal of the 
old Mother! He who harbors prejudice, he who cherishes scorn of another class or 
color or creed, is recreant to the spirit of our ancient and compelling truth. Bridge 
the gulfs that God may reign. Every valley shall be exalted! 

The divisive barriers shall be leveled. From the darkness of the sundering valleys 
the figure changes swiftly to the majesty of the divisive summits. What different 
worlds lie on opposite sides of mountain ranges because the people cannot pass their 
rugged heights! No clear consciousness of human unity can be had unless men and 
women can mingle with one another; and the mountains keep them apart. Then 
the mountains must come down. 

Sectional and racial boasting is a mountain that must be moved into the heart 
of the sea if we are to establish the Kingdom of God. This spirit starts in childhood 
and we have to fight it stubbornly up to old age. It begins by saying, 7, my family^ 
my neighborhood^ my state, my craft, my church, is supreme in its claim upon me, and 
the rights of others are not to be seriously considered In the shaping of my duties. 

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From this is born a rabid individualism, class arrogance, neighborhood imperti- 
nence, ecclesiastical despotism, and shrieking sectional patriotism. What is the cure 
for this? It lies in the ideal of universal good will, of sympathetic appreciation of 
others which produces the true balance for individualism, neighborliness, patriot- 
ism, morals and religion. 

That some things are better than other things is essentially true and always 
will remain valid; but just because something is better, it has much to give, much to 
learn, and it never will despise that which is less efficient or desirable. 

There is no finer test of an education than the way in which it furnishes this 
estimate and perspective to those who receive its gracious discipline. The culture 
that confirms the snobbishness of the boaster is the most disastrous and despicable 
influence that curses a democracy. 

The true neighbor is the man who is conscious of the whole community, the 
true toiler is conscious of the whole task, the true patriot is conscious of the whole 
world. This is agreat working philosophy of life; it is the faith of Dartmouth College. 

And the crooked shall be made straight. This is another challenging aspect of the 
eternal task of Dartmouth men. The old heresy of Assyria and Rome is still mighty. 
It affirms that craft and guile and indirection, the ingrained and accursed crooked- 
nesses of human shrewdness, are better ways by which to gain the highest ends 
of life, than are straightforward honor, noble truthfulness and utter cleanness of 
heart. 

Against all this brazen affirmation of craft and crookedness, the man of true 
culture dares to affirm that there is a better way. It is the path of honor and the 
program of integrity. In the end the secret treaties of the diplomats make the open 
sores of the world. John Hay showed the better manner in statesmanship. If sus- 
picion and trickery do not make good neighbors when their lawns border, they never 
will make friendly nations whose borders are long and far apart. 

It takes faith and courage to trust the final victory of simple, rugged truth over 
all the arts and wiles that selfish craftiness can concoct. But in the end, after we and 
all our work are committed to the ages, the thing that was fair and honest conquers. 

Perhaps there is no finer example of this to be found than the victory of justice 
and the sanctity of contract in the great Dartmouth College case. There stood the 
word of the State, given honorably. Could it be moved or underdug or covered over.^ 
Legal skill was matched in the conflict, and the College became forever the debtor 
to Webster; but it was not the plea of the great lawyer alone that won the battle; it 
was the victory of truth over falsehood. It was a mighty straightening of crooked 
ways. 

A Dartmouth man is trained to trust the truth implicit in his cause^ and then to 
work, knowing that the truth and the right have the universe on their side. There 
was a league made in the first dawn of the world between eternal truth and the new 
stars, and their morning song was sung to celebrate the union. God is not on the 
side of the biggest battalions except those regiments be striving for the right. Their 

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'Anniversary 
Sermon by 
'President 
'Davis 



1^0 Tears of Dartmouth College 



The 

zAnniversary 

Sermon by 

T'resident 

Travis 



size is important; but the cause for which they contend is all important. A Dart- 
mouth man must be great enough to be honest. 

And the rough places shall be made plain. Again, it is not a physical symbol 
that concerns us. No one needed to tell Wheelock about the rough places; his ox 
team found them on its jolting journey toward the heralding North. They that 
wear soft clothing are in Kings' palaces. 

This morning I stood reverently again in front of that tablet which marks the 
site of Wheelock's first building for Dartmouth. There, cast in bronze, are his 
simple, heroic words: 

"I made a Hutt of Loggs about i8 feet square, without stone, brick, glass or 
nail.* * My sons and students made booths and beds of hemlock boughs." 

There in vivid, biting words is the expression of the rough places. Something 
must be done with them, or the world would remain harsh forever. 

And this is precisely what Wheelock set out to do — to soften a rude world and 
make the rough way passable. He knew what must be done before a Packard car 
could comfortably tour the Blue Trail through Hanover. 

It is unnecessary to balance this proposition with the statement that we do not 
seek such a softening down of life as would remove entirely its rugged and serious 
character. The highway of the Lord must not be confused with the primrose path. 

Life never was more desperately in need of the gentler touch, the kinder tone, 
and the accent of tenderness than it is today. How hard and rough it is for millions 
of people! The age waits for the finer touch of men educated in such a college as 
Dartmouth. The world is hungrier for love than it is for bread. It is not enough to 
have enough. The Chinese get at the heart of the matter when they say: "Let him 
that hath two loaves sell one and buy a lily." The soul is inclined to make her boast 
in the multitude of her belongings; but the gift of beauty is her most precious 
treasure. 

The Dartmouth spirit is discriminating. It knows that if, at the end of his 
acquisitive day, the rich merchant cannot appreciate a poem or a picture his 
dividends are only his disaster. He has not lived; he has only labored. 

Dartmouth has stood patiently and steadfastly for a century and a half, 
bringing this finer, sweeter, and more gracious force into American life. This is 
gathered up most concisely, perhaps, in the grand and simple word courtesy. The 
typical Dartmouth man is, in all the nobility of that word, a gentleman. He makes the 
rough places a plain. 

The Glory oj the Great Revelation. "And the glory of the Lord shall be revealed." 
What is the glory of God? Surely it is the character, the personal purpose of the 
Almighty Father and the happiness and prosperity of the children of men. This is 
the glory of a human father; it must be the glory, of the Eternal God. 

Thus once more we face a superb conception of the meaning of the universe 
and of our own part in it. This world is the sphere in which the love and the personal 
will of God are being realized and unveiled; here is where the highest happiness and 

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greatest power of man is being worked out. The progress of history, the development 
of human institutions, are an apocalypse of the nature and the will of God. 

If any group of men may be expected to see this truth clearly it is those who 
have been educated in institutions like Dartmouth, where the fundamental ques- 
tions of life are faced without fear. The universe does not remain a riddle to men of 
this stamp and mold. 

That which is in accord with the justice, the love and the patience of God 
becomes a law of life to the educated man. That which promotes the happiness and 
prosperity of men and women, children of God, living together in the realm of his 
unfolding glory, becomes ethically right and practically desirable. Thus we are not 
left in uncertainty as to what is the ultimate constitution of society or the warrant 
of a good man's action; it is the character of the Father God and the welfare of his 
earthly children. 

Therefore life, to the educated man, is not a static matter; it is a process, age- 
long and steady, directed toward supreme ends — the revelation of the love of God 
and the majesty of man. What value the universe assumes in the flaming splendor 
of this great apocalypse! We are not working at a little task. Life is partnership 
with the Eternal Love to realize the implicit nobility of man made in the image of 
the divine. We handle sacred things when we work at common tasks. The platinum 
and diamonds of human souls; the enduring substance of mortal lives; these are the 
materials with which we work to make the world anew. 

The Universal Vision and Achievement. The great passage now rises to a superb 
height. "And all flesh shall see it together." This means more than simply viewing a 
spectacle. It means that all the races together shall sometime experience a world 
which is unified and ennobled, according to this majestic vision of the filled valleys, 
the leveled mountains and the straight, smooth way along which shall move all the 
energies which make this a world fit for the life of the children of God. 

Note how those two words all and together are stressed in order to make it clear 
that there are no exceptions to the international, inter-racial and universal fusion 
of a redeemed humanity which shall sometime come into being when men have lent 
themselves fully to the sovereign purpose of God that plans over them. 

Do we mean just this.^ Or is it merely the pretty dream of the poet and the 
alluring word of the prophet.^ How long the centuries from Isaiah to John, and from 
John to Wheelock, and from Wheelock until today! But this audacious, glorious 
vision is still the substance of the hopes that make us men. Today we are split into 
discordant races, black and brown and yellow and white, with that tragic tinge of 
vanishing red which called into being the Dartmouth of those heroic days which 
we are celebrating now. And the time is coming when all flesh, of every tone and 
color, shall see together the new universe of a unified and ennobled humanity. Dare 
we believe it? Dare we believe anything less? 

Today we are in the midst of the most terrific class struggle that ever has 
shaken the economic and social order. And the time is coming when a larger program 



The 

^Anniversary 

Sermon 

by 'President 

T)avis 



109 



15^ Tears of Dartmouth College 

The and a nobler fellowship will blend the discordant interests of the classes into a 

'Anniversary spirit of good will that will make the welfare of all hold in leash every selfish and 

Sermon by competing interest. How far away it all seems when we think of Russia and England 

T'resident and the United States, torn at this very moment by the titanic class conflict which 

T)avis is making the struggles on the Marne and the Somme seem slight and far away. 

Dare we believe it? Dare we, in the faith of Dartmouth' s shield, believe anything less? 

Today the spiritual interests of humanity are torn by faction and harried by 
distrust. "So many gods, so many creeds, so many paths that wind and wind," 
cries out one singer, who shudders at the dark. And we must admit the justice of a 
deep resentment at this on the part of many earnest souls. 

Is the God of Jesus, is the Christ of the Christian's love and hope, great enough 
to blend and fuse this mass of yearning and unrest into a holy, passionate, loving 
brotherhood of souls who shall make this world in very truth God's world? Yes. 

This is the most imperial, the most audacious, the most exacting faith which a 
human soul may dare to hold. To believe abstruse propositions concerning a meta- 
physical trinity is easy in comparison with the conviction that this human race, so 
vast, so complex, so contradictory, is the subject of the divine redemptive love of 
God, which cannot finally be defeated, and which will unite mankind into a brother- 
hood of good will. 

But what splendor lies in the faith! What commanding enterprises are set 
before us by it! How it rebukes our pettiness, chastens our partisan and provincial 
interest, and makes us the citizens of the commonwealth of all human concerns! 
This is the true glory of the educated man. He is made the partner in God's redemp- 
tion of the universe. 

The Divine Sanction. Is there any warrant for this superb faith ? Isaiah and John 
and Wheelock had no doubt about it. It was settled in this glorious afiirmative: 
"The mouth of the Lord hath spoken it.'' God was behind the vision; the Almighty 
sanctioned the program. 

This is the faith in which the foundations of Dartmouth were laid; this is the 
faith in which Dartmouth men have dared to attempt what seemed to be the 
impossible; this is the sublime, the tolerant, the daring faith in which we must move 
mightily like an army with banners into the new day. 

This simple resolute confidence that God is in the whole mighty movement of 
life is far deeper and more sustaining than any expression of it in creed or sacrament, 
in ritual or institution, although all these are vital to it. This faith becomes a passion, 
a flame, a sustaining energy that knows no defeat, beats defiantly against barriers 
of every kind and, finally, in countless miracles of the Marne, puts to rout the 
mightiest of armies by the power of its dauntless trust In the Eternal. 

The radical and the revolutionist fill the air. with their shouting, and for the 
moment would convince the world that its normal color is red. In the long process, 
however, the good will of the vast majority of mankind can be trusted. The dis- 
ciplined mind, the broad sympathies and the determined will of men of culture and 

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ISO Tears of Dartmouth College 

restraint may be trusted to work out the program of good-will. And the supreme The 
creative factor in this is a simple, sturdy, tolerant faith in the God in whom Isaiah •Anniversary 
and John and Eleazar Wheelock believed so mightily that they wrought better Sermon by 
than they knew. It is in this faith that "the mouth of the Lord hath spoken it," T'resident 
that Dartmouth and her loyal sons go forth to meet the unknown future without Davis 
fear and with manly hearts. 

Tomorrow night our festival will be ended. We shall move in the old, unshaken 
faith of the prophets into another century of service by the College to God and 
humanity. Kipling's prayer shall again be ours: 

"The tumult and the shouting dies; 
The captains and the kings depart. 
Still stands thine ancient sacrifice, 
A humble and a contrite heart. 
Lord God of Hosts, be with us yet, 
Lest we forget, lest we forget." 



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I S o Tears of Dartmouth College 



Scenes from 
the Sesqui- 
Qentennial 

The Exercises 

in 

Webster Hall 




lAftcr the S'xercises in lJ\'listcr Hall 




I'lKuttv iUiil ^Htn/iun C/itcr/iig the Hall 




The Head oj the 'Procession 



1 5 o Tears of Dartmout h College 
THE EXERCISES IN WEBSTER HALL 

The first part of the Webster Hall exercises were conducted by Grand Marshal Eugene Francis 
Clark, Ph.D., who led the procession into the hall, and presided during the first part of the exercises. 

Grand Marshal Clark, in opening the exercises, called on the Rev. Francis E. Clark, D. D., to 
offer prayer, and, thereafter, upon the various participants in the exercises as here recorded: 

PRAYER by The Reverend Francis Edward Clark, D. D.,LL, D. 

DR. CLARK. Our Father in heaven, Thou wert our forefathers' God and 
Thou art our God. We thank Thee for this day and for the seven score years 
and ten that have made this day possible. We thank Thee for our noble and 
consecrated founders and for all the men who during these long decades have guided 
the affairs of Dartmouth College. W^e thank Thee for the men who are now giving 
to the College the strength of their manhood, that it may be a nobler and greater in- 
stitution in the future than ever it has been in the days gone by. We pray that 
divine wisdom may ever be theirs; we pray that this may ever be a place where God 
is honored and where souls, as well as minds, are quickened into new life, where the 
Saviour of mankind is the great exemplar and teacher. 

May our College ever be a voice crying in city or wilderness, "Prepare ye the 
way of the Lord!" May the spirit of God be ever infused in the Dartmouth spirit. 
We ask this in loyalty to Him in whose name and for whose service our College was 
founded, even our Lord and Master Jesus Christ. Amen. 

Grand Marshal Clark. Felicitations will now be extended by representatives 
of the various groups present. We shall first hear, as representing the undergraduate 
body, from Herman Wilson Newell, of the Class of 1920. 



The Formal 
Exercises 

T'rayer by 
T)octor Qlark 



FELICITATIONS FROM THE UNDERGRADUATE BODY 

By Herman Wilson Newell '20 

MR. NEWELL. As spokesman of the undergraduate body I feel that I express 
their sentiment aright when I say that every man among us feels that he is 
enjoying a great privilege in being present at this Sesqui-Centennial Celebration of 
the birth of our College. 

The events of these few days have given us a new vision of our College, for we 
have been made to realize what a small part we are playing in its life history. At the 
same time we are made to swell with pride at the realization that we are the youngest 
sons of this old historic family, which has come back home during these last few days 
in a memorable family reunion. 

The whole village seems charged and fairly bursting w!th Dartmouth spirit 
and enthusiasm. To us the College has had a new birth; for the events of these last 
few days and our association with the prominent men who have been here among 
us have impressed our minds with the significance of the great institution which is 
behind us. 

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ISO Tears of DARTMOUTH College 

The Formal We see in the distance our old founder, Eleazar Wheelock, who hewed his way 

Exercises into these forests a century and a half ago, braving every difficulty and hardship to 

Felicitations §^^^ °^^ College its humble birth. A man of sixty winters (beginning his work when 

jyy most of us will have finished), a man of iron will and broadest vision — such was the 

<^r Newell "^^'^ ^^° labored, and prayed, and gave his last ounce of strength to plant in these 

hills of granite the seed of a wonderful institution. 

Time went on and the little College in the wilderness gained strength. We look 
back, however, to an even century ago, and we see it tottering and facing dissolution 
at the hands of the State. A young alumnus came to the rescue, a man never to be 
forgotten among our heroes. Yes, it was Daniel Webster, who put the name of 
Dartmouth in the pages of history when he pleaded and wept before the courts at 
Washington to save the life of the little College he had learned to love. 

So it has been from year to year, each class bringing its great men who have 
come and gone — leaving for us the history and traditions which crowd our minds 
today. These traditions of a century and a half are beyond price. They are something 
with which millionaires cannot endow us. We must guard and keep them. As the 
thought of it all fills our minds, we (I mean we undergraduates) seem to shrink into 
insignificance — but, after a moment's reflection, we realize that we have done 
something to maintain ourselves in the ranks of Dartmouth heroes. A war in 
Europe, our nation's honor at stake, and the call to colors was our challenge and our 
trial. Nearly a thousand men tore themselves from the College they loved. Four 
score and ten will never come back to see it again. There was our answer. 

Yes, men, that old spirit, which the founders felt so many years ago, and which 
alumni have felt more recently, is still here. Things have changed in a physical way, 
but the old pine planted in the days of Eleazar is still propagating its kind. The same 
love of nature still grips us, the same substantialness of these granite hills is still a 
part of us, and those same ideals of big-heartedness and democracy are still im- 
bedded in us. We realize that Dartmouth men are for the big things of life, that they 
are satisfied with nothing but success, that Dartmouth is the parent of men, real 
men, men such as we have seen and heard during these last few days, men who, 
wherever they are, have shared and shaped the destinies of others, and have placed 
their imprint on the world. 

As undergraduates it is our one aim and object to show ourselves worthy of 
being called "Men of Dartmouth." With this knowledge that we are members of a 
college of distinct individuality, with this feeling of heartfelt devotion toward our 
aged parent, we say to you. President Hopkins, lead the way; to the last man we are 
with you; use us, depend upon us; unto the last we pledge our loyalty to Dartmouth. 



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I S o Tears of Dartmouth College 



FELICITATIONS FROM THE FACULTY 
By Professor Edwin Julius Bartlett, A. M., M. D., Sc. D, 

PROFESSOR BARTLETT. President Hopkins, Dear Friend — I mean to say 
Honored Sir — , I come before you a relic of a former generation. For I was 
among those present in that "big top" fifty years ago when the windows of the 
heavens were opened and the rains descended and washed the oldest living gradu- 
ates and the distinguished guests out of the high seats onto the ground. I, with 
many others here, knew for several years Judge Nathan Crosby of Lowell. Judge 
Crosby was a junior in College in 1819 when the College celebrated, with scant de- 
corum we are told, that memorable decision of the Supreme Court of the United 
States. And many times young Crosby must have seen John Wheelock, a graduate of 
the first class of the College, who died in Hanover late in Crosby's freshman year. 

It is my pleasant duty today to offer you the felicitations of your faculty. I 
^dij your faculty with intention; for I have not forgotten that that notable instru- 
ment which conceals much wisdom in many words empowers the trustees to "elect, 
nominate and appoint tutors and professors to assist the President in the education 
and government of the students." 

It is a pleasant task, but I find it a delicate one; it is so much like the public 
conveying of compliments between members of the same family. Perhaps it will not 
be delicate when I have finished. I think I understand the distinction between 
"congratulate" and "felicitate." I have been told that we congratulate the prospec- 
tive bridegroom, the newly betrothed male, because he thinks he has accomplished 
a great achievement, whereas we felicitate the lady in the case since she may not be 
suspected of striving. I do not find an adequate parallel here. 

But, Mr. President, I am full of joy today — not that form of joy which seems 
inseparable from the early ceremonies of the College, but a joy which I may invite 
you to share — that one Eleazar, of significant name, in his sixtieth year, came up 
into this vast wilderness and built him a college which you, in due season, should 
administer. I wish he could see it today! You may well have pride and solemn joy 
in that compelling and everlasting motto of the Great Seal, not "the voice of one 
crying in the wilderness," but "the voice of one making a clamor in the wilderness" 
— shouting loudly — "Prepare ye the way of the Lord; make his paths straight 
before him." 

Rejoice in the brave men who, one hundred years ago, stood firm that the State 
might become our friend and not our master, and in the goodly company of saints 
who from their labors rest, and many excellent sinners, whose presence we feel here 
today. 

I felicitate and I congratulate you, too, on the united, helpful and generous 
alumni and the faculty strong for their work, common blessings to be prayed for 
by college presidents, and on the great College, never so great before, which has 
come so splendidly through the trial by fire. You have lived and you have wrought 

[115] 



The Formal 
Exercises 

Felicitations 
by F'rofessor 
"Bartlett 



/JO Tears of DARTMOUTH College 



The Formal in great times. And it will be a joy to you all your life that you have seen the young 
Cxercises men of our land, our own and others, rise to noble deeds at the inspiration of high 
ideals. You can never be discouraged at superficial lack of earnestness. 

And I think I felicitate you most — and I envy you, too, — in the struggle to 
come. In our world, more bewildered than vicious, it seems as though honesty, 
fair play, helpfulness and duty have largely lost their meaning, and you in your early 
but experienced manhood stand where you may bring and hold the college man to a 
living belief in the eternal rule of great principles. 



Felicitations 

by 

^Mr. Abbott 



FELICITATIONS FROM THE ALUMNI 

By William Tabor Abbott, Esq. 

MR. ABBOTT. Men of Dartmouth, our friends, Mr. President: In your 
inaugural address, Mr. President, you said, "Today we are summoned forth 
along uncharted ways into the mazes of a changed life and a rapidly transforming 
world." Your whole address, everything you said on that occasion, vibrated with the 
spirit of the new era. But I doubt if even your prophetic vision saw the situation of 
our country as it is today; and I think it is well on this celebration of the anniver- 
sary of the College that we should indulge in introspection and try to comprehend 
the situations confronting us and our ability and will to meet them. 

It is unfortunate, perhaps, that the use of the vehicle of transition from the 
alumni to the College falls to one who speaks the casual language of the street, 
unadorned with rhetorical phraseology of academic usage. But it may serve a 
reciprocal purpose on such an occasion as this for one who uses such a different 
language to try to interpret the College to the world. 

In the few minutes that are mine I shall endeavor to give my view of the 
situation, the reason and the answer. 

What is our situation ? The aftermath of war has strewn our country with more 
mental corpses than there are bodies lying beneath the sod of France and in Flanders 
fields. Many of the men of Dartmouth, and others who made the supreme sacrifice 
that France and liberty might live, are gone beyond recall. Their voices cannot be 
heard. But those who return have a right to expect that their home-coming shall be, 
in the language of the song we sang, praying that God might bring our dear boys 
back again, "Back to the land of peace and light." 

Are our boys coming back to such a land ? No. They have a right to expect that, 
but to what have they returned } We have not been touched by the war, except those 
families who mourn the loss of son or brother. We made no sacrifices, met no hard- 
ships. We had enough to eat, wholesome food and all that was good for us. It was not a 
sacrifice to go without the sugar which was making us fat and lazy. We were better off 
for some such deprivation. You may remember the story of the colored woman who did 
not seem to greet her Sam as he came back from the war with any particular degree of 
happiness. She said, "Oh, yes, I'm glad to have him back; it's kin' of nice to have him 

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I S ^ Tears of DARTMOUTH College 

'round, — but I want to tell you that I surely never will get my money so reg'lar as when The Formal 
Sam was in the army and the United States took charge of his financial affairs." Exercises 

There are many who never will get it so regular again. You know what they say Felicitations 
about the situation in England. They say there are only two classes of people left — ^y 
the nice people, who have been impoverished by the war, and the nasty people, who J^^. zAbbott 
have been enriched by it. 

But, instead of a people happy, contented and prosperous, what do our return- 
ing boys find? Everybody with a grouch, discontented, nobody satisfied with his 
lot. The thrift which we were taught in war has given place to the most reckless 
extravagance. That co-operation, that pull-together spirit which enabled us to 
make our necessary contribution, has given away to a spirit of pulling apart, in as 
many directions as a well boxed compass. The man of business, honest in every other 
respect, hesitates to take the profits of honest business and speculation by reason of 
fearing the income tax. Everybody is trying to find ways and means to meet the 
demands of the bond to which he subscribed; everybody is worried by the high cost 
of living, so that it sometimes seems as if we were all in a balloon and somebody had 
lost the parachute and the dirigible apparatus. The hand of labor is raised in anger 
and in protest against its own salvation, success and prosperity, and the salvation, 
success and prosperity of the country, demanding restricted production when every 
thinking man knows that the salvation and prosperity of the world depends for 
years upon unlimited production and upon ten, twelve or fourteen hours' work a 
day, and not six. 

What is the reason for this situation.^ What is the matter with the American 
people today? One thing is that we are filled with a germ or bug of some kind which 
leads many of us to think that it is possible for individual happiness, national welfare 
and progress of civilization to go on when nobody is working. It affects alike the 
proletariat, the bourgeoisie and the intellectuals. Our intellectual men are not 
wholly free from blame, because there have been times, and still are, when our 
leaders have allowed their sympathies to run away with their intelligence, suggesting 
certain remedies for the disease when the disease itself was not half diagnosed or 
when the diagnosis was all wrong; and we see desperate attempts to spread delusions 
on our shores in the shape of propaganda to the effect that government of the least 
fitted for the least fitted, of the most poorly equipped for the benefit of the most 
poorly equipped, of the most ignorant and irresponsible for the most ignorant 
and irresponsible, is an enlightened ideal of statesmanship and a model form of 
government! 

Those two things are the great evils of Bolshevism. The delusion of the division 
of property is not of such great consequence, because that will adjust itself in a 
single generation. 

Those, as I see them, are the threatened diseases. What is the answer? The 
answer of the men of Dartmouth to the first proposition, as I take it, is this: That, 
while not necessarily returning to the Spartan simplicities of the '8o's and '90's, I 

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1^0 Tears of Dartmouth College 

The Formal believe the undergraduates and the alumni of Dartmouth in these days believe now, 
Exercises as never before, that the path to human happiness is the straight and narrow one of 
Felicitations hard, constant and well paid toil. 

^y What is the answer to the other proposition ? It lies in a campaign of education 

(JWr. zAbbott ^"^ conversion, and in that campaign of education and conversion the college men 
of today and of the next five or ten years are the natural leaders. 

There is an answer to be found there, or else, my friends, the only alternative, 
if the Nation is to be preserved, is that the tyranny of the mob, the forces of dis- 
order, will be met by the forces of order, and will have to submit to the superior 
force. But we shall not come to that. 

Dartmouth College must take the lead in that leadership which will control 
that campaign of education and conversion. Our geographical isolation is now no 
excuse, since Dartmouth is a national institution and not the sectional college of 
years ago. 

You, sir (addressing President Hopkins), an educated man of the world, are in 
the grandest position of any man in this country today to train those leaders of 
leaders who will wake the American people up to a new ideal of patriotism, pull them 
out of the slough of despond that they are in today, and point the way to a whole- 
somer, saner and happier day. 

I venture to say that this is perhaps the strangest and perhaps the worst 
address ever made in an academic hall. But there is a point back of it all. What I 
have been trying to say, Mr. President, is that if your purpose today is as firm as 
your vision was far-sighted three years ago, and you grasp the situation as we know 
you will, the alumni of Dartmouth College will be back of you to a man with their 
money, their effort and their personal influence. They are back of you in war and 
peace, in life and through life, till death do us part. 



FELICITATIONS FROM THE FELLOWSHIP OF THE COLLEGES 
By Frederick Scheetz Jones, LL. D. 

DEAN JONES. Friends and guests of Dartmouth, when a college president 
sticks strictly to business, he sometimes gives a member of the faculty a chance 
to get off on a birthday junket. I fully approve of presidents of universities attending 
to their ofiicial duties. 

It is a lucky coincidence that Eleazar Wheelock happened to pick Dartmouth 
as a good college to found and happened to pick Yale as a good college to graduate 
from; and I am frank to say that I am particularly happy that President Hadley is 
busy today and could not, on account of ofiicial duty, be here to take my place. 

I have been a guest of Dartmouth before on more than one occasion, and that 
was impressed upon me when I received the invitation to represent the brotherhood 
of American colleges today. It was suggested that the message might well be con- 

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ISO Tears of DARTMOUTH College 

fined to five minutes, not because the brotherhood of American colleges is a subject The Formal 
that should not occupy more time, but because, as I have said, I have been to Exercises 
Dartmouth on other occasions! Felicitations 

My friends, I suppose that the reason why I speak here today for the fellowship ^y 
of American colleges is because Yale is sometimes called the mother of Dartmouth. F^ean 'Jones 
She has been the mother of many and the friend of all, but because she is the mother 
of Dartmouth, a representative of Yale is asked to speak for the brotherhood of 
colleges. 

We have listened to the wonderful history of Dartmouth in one hundred and 
fifty years of splendid achievement. We rejoice. We remember that in the great 
struggles for national liberty and for individual freedom, in the struggle for the 
integrity of the Union as well as in the recent struggle for the freedom of the world, 
Dartmouth played a conspicuous part; and in the peaceful walks of life, in law, 
theology, medicine, education, business, commerce and politics, the history of the 
Nation cannot be written if we exclude therefrom the history of Dartmouth, and 
Dartmouth men. 

And so we come here today to pay tribute to Dartmouth, to rejoice in her 
wonderful past, which we regard with exultation; to view her present, which we 
consider to be eminently satisfactory; to look to her future, which we do with confi- 
dence. And, sir, these delegates from the colleges for which I speak unite in wishing 
Godspeed to Dartmouth! 

I have seen here today representatives from the great American universities, 
from the colleges of New England, from the far South, from the far West, — I 
know not how many, — but we come here, a brotherhood of delegates representing 
all the American universities and colleges, to pay tribute to Dartmouth. We have 
come here in devious and varied ways. Some may have rolled into Hanover in 
luxuriously appointed limousines; and some of us came on the train that gets into 
the junction at 1.20 A.M.! Can anybody question the love for Dartmouth of any of 
us who arrived on that train .^ 

We are a brotherhood of American colleges, without jealousy, but rejoicing in 
the splendid results of the one hundred and fifty years of Dartmouth's history. We 
hope that those years may be merely the morning hours of Dartmouth's long day, 
that there may be no eventide, that there may be for Dartmouth no lengthening 
shadows, but that Dartmouth may hold her purpose, sailing beyond the sunset and 
the paths of all the western stars. 

And so, sir, for the brotherhood of American colleges I greet you. I can do no 
better than use the words of the great apostle: "All the brethren who are with me 
greet you, and all the saints salute you!" 



119 



The Formal 
Cxercises 

Felicitations 

by the 

(governor 



150 Tears of Dartmouth College 

FELICITATIONS FROM THE STATE OF NEW HAMPSHIRE 

By His Excellency, John Henry Bartlett, A. M. 

GOVERNOR BARTLETT. Mr. President, I bring to Dartmouth, now a nation- 
wide college, the greetings of the State of New Hampshire, which governed her 
when a child and sought to adopt or abduct her, after a century of generally mutual 
friendship and prosperity. New Hampshire, clothed in due humility for its earlier 
sins, not vaunting its occasional and modest benevolences, comes to this, Dart- 
mouth's festal anniversary, bearing its many candled birthday cake, bringing of its 
fertile acres, of its forests of painted beauty, and speaking the love of half a million 
warm and admiring hearts. 

During these years, through the College, the State has from its sister states, 
received within its jurisdiction thousands of stalwart men who have left their 
valuable imprint upon the State and then borne back to the world from this State 
something of their Alma Mater. 

We welcome such here now again to the hospitality of our Commonwealth. The 
people of New Hampshire, Mr. President, have ever been solicitous for the highest 
good of the succession of students here and have taken real pride in this institution; 
and may I add that the State itself has stricken from the Wheelock curriculum that 
bibulous elective course so well advertised in tradition and song! 

Permit me, sir, on behalf of the State, to bring congratulations and felicitations 
to the College. The State credits measureless days of Dartmouth for the strong men 
who have drunk strength from this historic shrine among the hills, realizing that a 
kind of virtue has radiated from this, our College, not wholly like any other in all 
America, such virtue as reflects the sturdy and hearty ruggedness of earlier American 
days, when genuinely American ideals were in the making. 

Our State has been the beneficiary of those ideals, born and nourished here. For 
that the State is grateful. 

May I not end my salutation in the old familiar phrase of endearment, "The 
State wishes the College many happy returns of the day!" 



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ISO Tears of DARTMOUTH College 

THE ANNIVERSARY ODE jj^e Formal 

Following the felicitations the Anniversary Ode, written for the occasion by Professor Francis exercises 
Lane Childs and set to music by Professor Leonard Beecher McWhood, was rendered by the College rpi f-^j i 
Glee Club and the Orchestra. The words are as follows: -^ 

T^rojessor 

Dartmouth, old Dartmouth, Childs 

Your sons have come home! 

From the ends of the earth 

To your halls in the North 

Tour sons have come home, — 

Come home! 

Your sons! 

You have mothered them all; 

With your strength you have fed them, 

With your wisdom have taught them, 

With your love you have blest them 

And sent them forth; 

Bidding them go where life should run quickest. 

And men should be needed to lead in the combat 

Undaunted, untamed as the winds that blow 

Through the pines on the hill where you watch o'er them yet. 

Dart7nouth, old Dartmouth, 
Tour sons have come home! 
From the ends of the earth 
To your halls in the North 
Tour sons have come home, — 
Come home! 

Your torch that you kindled in faith for the eldest 

A hundred and fifty winters ago, 

A wilderness guide for your Indian sons. 

Has burned to a beacon flaming so far 

That your youngest have seen it in France and in Flanders, — 

Have seen it and known that your watch is still set 

In their home in the North; 

And whispering your name have given their lives 

In courage and strength, as you bade, for the truth. 

O mother of men, blest are your sons! 

Dartmouth, old Dartmouth, 
Tour sons have come home! 
From the ends of the earth 
To your halls in the North 
Tour sons have come home, — 
Come home! 

Following the singing of the Ode, President Hopkins assumed direction of the exercises and 
carried them to conclusion in the order following: 



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I S ^ Tears of DARTMOUTH College 



Scenes from 
the Sesqui- 
Qentennial 

The Exercises 

in Webster 

Hall 




1^0 Tears of Dartmouth College 



ADDRESS: THE COLLEGE A TRAINING SCHOOL FOR PUBLIC SERVICE 

By Justice Wendell Phillips Stafford, LL. D. 

JUSTICE STAFFORD. Mr. President. When Wycliffe earned the proud title of 
heretic by giving Englishmen a translation of the Bible, he would not use the 
word church to signify the great body of Christian believers. He chose the word con- 
gregation. And this was one of his chief offences. That choice marked the whole 
difference between ecclesiasticism, the hierarchy that had ruled Europe for a thou- 
sand years, and the reign of the people, which was even then beginning. Wycliffe was 
wise enough to know that the word church would conjure up for his readers a picture 
of cathedrals, croziers, mitres, and all the pomp and paraphernalia of the priests. We 
are always having to do what Wycliffe then did, — to get back to the original idea, 
the impulse and inspiration which has clothed itself in the visible form and institu- 
tion. When we come upon the word college^ have we not instantly before our eyes a 
picture of such a group of buildings as surrounds us now, — of laboratories and 
class-rooms, of campus, gowns and processions, and all the equipment and cere- 
monial of academic life.^ What we have to do this morning is to forget all these, to 
strip our minds of everything external, and try to find the spirit itself that makes a 
college what it is. For there must be something at the heart of all we see that could 
suffer the loss of all and yet keep on its way, making for itself new instruments to 
work with. That spirit, as I conceive it, is, A bold and hardy determination to cultivate 
and discipline our powers^ with the aid of all that men have learned before us, and then to 
pour the whole stream of our power into the noble tasks of our own time. Its voice is not 
the subdued murmur of the cloister: it is vox clamantis in deserto, sane, wholesome, 
invigorating, as President Tucker has described it, — the voice of a hermit, perhaps, 
but a hermit who has trained and strengthened himself in the desert, and now 
returns to be the leader and prophet of his people. That is the spirit that puts forth 
institutions as a tree puts forth its leaves, and when they fall can put forth others 
without end. 

That spirit has shown itself in men who never knew how the inside of a college 
looked. When Lincoln jotted down the main facts of his life for the Congressional 
Directory, he wrote: "Education defective." And yet, tried by the test we are 
applying now, he was college-bred. The question is not, whether you studied Euclid 
in a class-room or stretched out on the counter of a country store. The question is, 
whether you mastered it. Lincoln did. And the thews and sinews of his mind, which 
he developed so, stood by him in the day when he threw Douglas down. John Keats 
was as innocent of the Greek language as the new curriculum assumes all men 
should be; yet out of some stray book on mythology the "miserable apprentice to 
an apothecary" contrived to draw into his soul the very spirit of Hellenic art, until 
he left us poems which Hellenists declare to be more Grecian than the Greek. He, 
too, was college-bred, as we now mean it, for he was impelled by that determination 



The Formal 
Cxercises 

zAddress by 

Justice 

Stafford 



123 



ISO Tears of Dartmouth College 

The Formal to subdue and fructify his powers, with the aid of all the past has left us, until they 
Exercises yielded something glorious and undying for his fellow men. His spirit was not the 
^Jlddress by spirit of the dove, but of the eagle: 

Justice "My spirit is too weak! Mortality 

Stafford Weighs heavily on me, like unwilling sleep; 

And each imagined pinnacle and steep 
Of godlike hardship tells me I must die, 
Like a sick eagle looking at the sky." 

If I am right, there lie wrapt up in this determination those three aims: (i) 
to discipline one's powers and make them fruitful; (2) in order to accomplish this, 
to make use of all that men have gained before us; and (3) to devote these powers 
and acquisitions to the common weal. The advantage the college has is this: That 
here the determined spirit finds the tool-shop and the arsenal. That spirit itself 
the college can foster and encourage but cannot create. It can and does lay open to 
its use the weapons and the tools. It can and does teach in a fair, general way, what 
men thus far have done. It leads the new-comer to the point where they left off, and 
says: "Begin here, if you would not waste your time. This territory has been con- 
quered. Go forth from this frontier." It also shows the worker of the present day 
what other men are doing. It brings him into touch with them, that he may put his 
effort forth where it will tell the most. Better still, it can and does help him to find 
out himself, — not by telling him what he can or cannot do, as the President of 
Harvard told Phillips Brooks that he could never hope to preach, but by giving him 
the chance and means to find out for himself. And, above all the rest, if it is true to 
its high calling, it can and does prompt the determined spirit, disciplined by toil 
and taught its fitting place, to look on every gift that it possesses as on a sacred trust 
with which to serve its time. 

Now it is the glory of Dartmouth that in an eminent degree it has been the 
embodiment of this spirit. Whenever men hear this name they have a very clear 
and definite conception of what it means. Dartmouth has succeeded in creating 
or manifesting a spirit by which it may be known, something that may be said to 
belong to it. Without neglecting, certainly without despising, the graces and re- 
finements of scholarship, it has laid its emphasis upon a certain virility, a masculine 
vigor of intellect and effort, — what soldiers sometimes call "grit and iron." It is 
not afraid of difficulties. Rather it asks for something hard to do. When Othello 
is summoned from the bridal bed to undertake the Turkish wars, he exclaims: 

"The tyrant custom, most grave senators, 
Hath made the flinty and steel couch of war 
My thrice-driven bed of down. I do agnize 
A natural and prompt alacrity 
I find in hardness!" 

He finds in it something akin to his own nature, and embraces it as a brother. 
Dartmouth does not exactly stand for the Montessori system in higher education! 

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/JO Tears of Dartmouth College 

It has always harbored a suspicion that one of the principal things to be gained in 
a place like this is the ability to hold the mind to a disagreeable but necessary task. 
It may find itself a little old-fashioned herein; but the entrance list would indicate 
that there are still a considerable number who share the suspicion. There is a sense 
in which those famous lines in the Prophecy of Capys belong to "the cloisters of the 
hill-girt plain": 

"Leave to the soft Campanian 

His baths and his perfumes; 
Leave to the sordid race of Tyre 

Their dyeing-vats and looms; 
Leave to the sons of Carthage 

The rudder and the oar; 
Leave to the Greek his marble nymphs 

And scrolls of wordy lore! 
Thine, Roman, is the pilum! 

Roman, the sword is thine!" 



The Formal 
Exercises 

lAddress by 

Justice 

Stajford 



Of course when I lay claim to lines like those I am not speaking of what Eleazar 
Wheelock would have called "carnal weapons." You know perfectly well that I 
have in mind an intellectual temper, an ideal of education as a discipline devoted 
to the State, — every power trained to the utmost and then given unstintedly, 
used religiously, for the public good. That temper, that ideal, I do on this great 
day claim for Dartmouth; and I vouch the history of the Nation, a few years 
younger than the College itself, to make good the claim. 

If I were asked to make clear to a novice in American history the main course 
of its stream, I would try to make him understand, first of all, the conflict between 
two ideas, two hostile conceptions of the Nation and its organic law, on the one 
hand a conception that looked upon the Constitution as a mere compact between 
sovereign States, on the other a conception that looked upon it as the body in which 
one whole people's life was to be lived. He would trace the course of that struggle 
through debates and decisions. He would see the minds of the country divided 
into two hostile camps; and finally he would see the same contending hosts with 
arms in their hands, and behold the triumph of the national idea upon the field of 
blood. I would try to make him understand, next, the relation of this struggle to 
the institution of slavery. He would see in one section a civilization based upon 
that institution, essentially feudal and looking toward the past. In another he 
would see a civilization essentially free and looking to the future. He would see 
the doctrine of State Rights adhered to by the one, the doctrine of an indivisible 
Union adhered to by the other. He would observe that the real strength of slavery 
lay in the Constitution itself. There was its citadel, from which, for generations 
to come, it might have defied the friends of freedom. He would see the possessors 
of the citadel foolishly leave it and bend all their efforts to destroy it. And when 
the strife was over he would see a new Constitution dedicated to freedom. And, 
lastly, I would try to make him understand that the mighty force working its way 

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The Formal 
Exercises 

-Address by 

Justice 

Stafford 



through these tremendous events is the spirit of man determined to be free, the 
conception of human rights embodied in the Declaration of Independence; that 
the real struggle throughout had been a struggle between the Declaration and the 
old Constitution, — between the live spirit of man and the dead weight of institu- 
tions that did not give it room; and that the same mighty force is still at work, 
remolding the laws and institutions of our own time. Thus there would be three 
chapters. 

No higher praise could be bestowed on Dartmouth than to say that the story 
of that first chapter might be told in the biography of her greatest alumnus, her 
Olympian son, in whose hall we are gathered now. But the story of the second 
chapter could be told in the biography of another of her sons, Thaddeus Stevens. 
Webster's devotion to his College, his work in saving and refounding it, his massive 
service to the nation in expounding its Constitution and inspiring the coming 
generation, so that it was said with no less truth than eloquence that his voice was 
heard "in the deep roar of Union guns from Sumter to Appomattox," his supreme 
place in your annals as the representative of your culture, your strength, your 
public zeal, — all these have been celebrated, and there is nothing left for me to say. 
But with Stevens it is otherwise. Caricature and vilification have followed him in 
death with a malignity even greater than they showed him in his life. And yet I 
believe it is capable of demonstration that in his time none of all your sons was more 
true to your traditions, none wielded a more terrible weapon, or did a more noble and 
enduring work. I can think of no better use to which this occasion could be put 
than to paint in clear outline and true color the figure of that giant son. Of course 
in the time now left me I cannot tell the story of his life. The strokes of the artist 
must be few and strong. Stevens was born in 1793. He was graduated here in 18 14. 
He practised law in Pennsylvania. When he died, Jeremiah Black declared he had 
not left his equal at the American bar; and Black was a rival at the bar, a political 
opponent, sometime Attorney-General of the United States, himself accounted 
by many the greatest lawyer of his time. Stevens had two periods of service in 
Congress, but it is the second that concerns us now. All his life he had been the 
bitterest hater of the slave power. He had lived upon its border, and knew all its 
darkest traits. He had not expected to come to Washington again: when he had 
retired a few years earlier, he had delivered his valedictory; and now as he re- 
appeared he sadly confessed the consciousness of failing powers. It was December, 
1859, and Stevens was on the verge of three score years and ten. Age had bent his 
frame, deformity had crippled his gait; suffering had blanched his cheek; thought 
and care had ploughed deep into his forehead; strife and passion had left the mark of 
bitterness and scorn upon his sunk and withered lip. But with the clear vision of 
a prophet he saw that one of the crises of the world's history was at hand; and 
denying to himself the comfort and quiet of age he gathered up all the remains of 
his ancient strength to strike his last and heaviest blow for freedom. Thereafter 
for nine years he stood forth in that arena the unequalled champion of free prin- 

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ciples. For the greater part of that time, and up to the very last, he ruled the 
House of Representatives with a rod of iron, the greatest parliamentary figure, 
with the possible exception of John Quincy Adams, that ever dominated its debates. 
Keeping steadily before his eyes, all through the war, the problem of reconstruc- 
tion that would confront us at its close, he prepared the way, he marshalled his 
forces, and when the time came poured the lava of the Nation's thrice-heated love 
of liberty into the enduring molds of its organic, fundamental law. When all deduc- 
tions have been made, the candid historian of the future will be compelled to say, 
that his was the hand, his the indomitable will, his the uncompromising zeal for 
the Declaration of Independence, that, more than any other single man's, harvested 
the fruit of those bloody years and made the Declaration and the Constitution one. 
Democrat of democrats, he enjoined it upon his executors that he should not be 
buried in any ground from which the meanest of his fellow men should be 
excluded; and so he sleeps today in an obscure graveyard in western Pennsylvania, 
among the children of the despised race which he had given all his dying strength to 
lift to the fair level of equal and impartial law. I ask you now, if that was not the 
work of a true Dartmouth man? 

Proud as we are of Webster, and highly as we must always rate the work he 
did, we cannot deny that the Union of his day was almost completely in the hands 
of the slave power; and the only blemish upon his fame was his failure to rise to the 
height of his opportunity, especially on the Seventh of March, 1850, and become 
the trumpet at the lips of a free North. As Whittier mourned long after in "The 
Lost Occasion," 

"He should have lived to feel below 
His feet Disunion's fierce upthrow, 

The late-sprung mine that underlaid 
His sad concessions, vainly made. 

He should have seen from Sumter's wall 
The star-flag of the Union fall 

And armed rebellion pressing on 
The broken ranks of Washington. 

No stronger voice than his had then 
Called out the utmost might of men 

To make the Union's charter free 
And strengthen law by liberty." 

But if he could not be here for that great service, the Nation was not without the 
needed son, nor yet was Dartmouth. 

Shall they ever, ever want such sons to lead them } Has there ever been a 
time when the need was more than now.^ Who shall meet the problems that con- 
front us here upon the threshold of the coming age.^ For we now stand face to face 
with a new riddle of the Sphinx. You all know the old Greek story that relates 
how a strange monster, having the body of a lion, the wings of a great bird, and the 

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The Formal 
Sxercises 

<:Address by 

Justice 

Stafford 



/JO Tears of Dartmouth College 

The Formal head of a woman, sat beside the road that ran to the City of Thebes, and everyone 
Exercises who passed that way was accosted with her riddle. If he gave the wrong answer 

^Address by ^^ must die. If he gave the right answer, she herself would perish and the people 
Justice would be free. The condition that confronts us now is such a Sphinx. The question 
Stafford ^^ propounds is one that we must answer if free government is to survive. That 
question is, How are the masses of men and women who labor with their hands 
to be secured out of the products of their toil what they will feel to be and will be 
in fact a fair return? Until we can answer that question we shall have no peace; 
and if we fail to answer it, we shall have a revolution. The question is not one that 
faces America alone: it faces Britain; it faces France; it faces Italy; it has torn 
Russia into pieces. The Sphinx sits by the road that every modern nation has to 
pass. Shall we despair? In the old story a man appeared one day who solved the 
riddle. Thebes offered him her throne if he could answer the question, and he 
answered it. The Sphinx was destroyed and Edipus became King. Let us hope 
that our own country may be the one to find the true solution of the riddle, and 
thereby bring safety and freedom to the people of all lands. If that shall be the 
fortunate result the parallel will be complete; for America will take her seat upon 
the throne of power, not to rule the world in the ordinary ways of political control, 
but by the might of truth and the influence of her example. The riddle the old 
Sphinx proposed was this: What creature is it that goes on four feet in the morning, 
on two at noon, and on three in the evening? The answer was: Man. In the morning 
he creeps. At noon he walks upright on two strong feet. In the evening he limps along 
with cane or staff". "Man! Man! " cried Edipus; and the Sphinx was slain. So now, 
whatever the formula may prove to be, the answer is still, man, — the dignity, 
the honesty, the intelligence of man. Our safety can only be found in a policy that 
treats all men as brothers, all equally entitled to the fruits of their labor, all equally 
entitled to raise themselves as high as possible, each in his own place, without doing 
wrong to any of the rest. It is the spirit of justice and fraternity that must be our 
guide. And where are we to look for leadership if not in institutions such as this, — 
especially in this, whose just and democratic spirit is its most distinctive sign, the 
very hallmark by which it is and always has been known. 

Strong-hearted Mother of the North, 

Counting thy many-colored years, 
And holding not the least in worth 

Those that were cast in want and fears, — • 

Great Mother, thou art still the same. 

Whether in rags or purple drest, — 
Today as when thine eaglets came 

To thy dark pines as to their nest. 

We bid not thee to look abroad — 

Thine eyes have never sought the ground — 

But us — oh, let our feet be shod 
Where thy thought flieth to be found! 

fl28l 



ISO Tears of Dartmouth College 

Give us thy vision, us thy strength, 

To spread the truth which makes men free 
And dying leave a land at length 

Worthy, O mighty heart, of thee! 

ADDRESS: WHAT MUST THE COLLEGES DO ? 
By Marion Le Roy Burton, Ph. D., LL. D., D. D. 

PRESIDENT BURTON. Mr. President and fellow citizens: America has always 
believed in education. Before the war there was ample evidence that Americans 
had great confidence in institutions of higher learning. The large sums of money pro- 
vided by private gifts and by legislative appropriations were concrete proof that this 
country was fully aware of the value of higher training. Since the war it is perfectly 
evident that America has a passion for education. The unprecedented enrollment of 
students this fall in colleges and universities may be attributed to the war. Multi- 
tudes of men have seen in the army that opportunities for leadership frequently go 
to the trained man. The people as a whole have observed that education and 
democracy are inseparable. Along with this splendid new passion for education has 
come a tendency on the part of large numbers of discriminating people to scrutinize 
with care, and in some cases to criticize with severity, the aims, methods, and 
results of our entire educational system. 

We should lack in candor if we did not recognize frankly the present situation 
of the liberal arts college. In various sections of the country the Junior College plan 
is being promoted and is developing with considerable rapidity. It fosters the 
tendency for a boy to remain at home for the first two years of his college work and 
then to go directly to his professional training. This plan, in a comprehensive system 
of state education, aims to relieve the large state universities of the serious over- 
crowding of the freshman and sophomore years. Closely connected with this 
proposal is the demand for a complete reorganization and regrouping of the units 
of our educational system. Beyond, or within, these considerations is the whole 
problem of the economy of time in education calling for the elimination of two years 
in the primary grades, one year in high school, and such a readjustment of pre- 
professional training that a student may reach at an earlier age the specific field of 
study which is to prepare him for his life work. Without doubt the heart of the issue 
concerns the student's attitude to his work. The boy in the liberal arts college is 
accused of "general aimlessness." He suffers by comparison with the professional or 
technical student whose definite aim gives a seriousness and earnestness to his work. 
Through all of these considerations runs the vague but certain assumption that this 
new day demands something new of the college. All of these factors combine to 
produce a total situation which leads many seriously to consider the future of the 
college of liberal arts. It seems, therefore, eminently fitting and appropriate at the 
exercises celebrating the sesqui-centennial of one of America's great colleges to 
discuss again the functions of the college of liberal arts. 

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Address by 

T'resident 

'Burton 



1^0 Tears of DARTMOUTH College 



The Formal 
Exercises 

zAddress by 

'President 

'burton 



Certain preliminary observations may be made at this juncture. The traditional 
answers to our question will not suffice. The colleges must teach and must foster 
investigation, but the present situation will not be met by the mere reiteration of 
those formulae. On the other hand, the colleges have stood for too much truth in 
the past now to be destroyed or even to experience a complete metamorphosis. No 
disagreement need arise in regard to the primary importance of research. The 
differences in this respect between a college and a university must not be over- 
looked. But even so, it may be said with some show of wisdom that no man can be a 
virile and stimulating teacher over a long period oj years unless he is thoroughly at 
home in his field and giving occasional evidence of his eagerness and ability to make 
some contribution to the world's mastery of that field. So with no undue straining 
after something new, but with a profound conviction that the present situation 
demands a new emphasis upon certain phases of college work, we set out to suggest 
an answer to the question, "What Must the Colleges Do?" 

I. 

The college must place a new, strong emphasis upon the old-fashioned demand 
for accuracy. The facts involved here are so familiar and so obvious that they need 
not be set forth in detail. Speaking historically, we have been a race of pioneers. 
From the beginning we have done the best we could. No one has pretended that 
we were doing as well as we should like. It takes time to develop a substantial, 
enduring civilization. It is frequently charged that superficiality is an American 
vice and no one thinks of denying the accusation. The inevitable results appear 
in everything that we try to do. In art, in architecture, in literature, and in educa- 
tion it is possible to find ample evidence to sustain this point of view. Tempera- 
mentally we are not well equipped for patient work. We are in such a hurry that 
we haven't time to recognize its evil effects. The complexity of our life is increas- 
ingly astounding. We rarely settle down with the single aim to do a job the way it 
should be done. These tendencies have affected our standards. Our aim is to turn 
off a task. Our ambition is to see how quickly a thing can be done. It sometimes 
seems that our chief thought is centered not about doing something but merely 
appearing to do it. In many of our common activities, notably in politics, we have 
developed persons who are masters in passing responsibilities to others. It is not 
surprising that these tendencies and qualities have manifested themselves in 
American education. Our educational institutions inevitably reflect the spirit of 
our civilization. A decade ago, the attack upon our colleges was bitter. In many 
respects the accusations were entirely justified. America's hurry and superficiality 
found one form of expression in the typical undergraduate who had little concern 
for the real work of the college. On the other hand, we have a right to expect that 
some of the best products of American colleges would appear among the Rhodes 
scholars. There are many qualifications to such a statement and many extenuating 
circumstances which might be cited, but the Rhodes scholars of the last ten years 

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have certainly been above the average of the men produced by our entire educa- 
tional system. It is interesting, therefore, to know how these men have impressed 
their Oxford tutors. In general, Oxford has recognized generously and sympathet- 
ically the good qualities of the American scholar. But his educational equipment 
has not been eulogized. Among large numbers of published statements one finds 
such expressions as these: "They seem very deficient in scholarship in a wide sense." 
"They seldom or never settle down to a long spell of thorough work." "They have 
been taught nothing very precisely." "They seem to lack accuracy and (as a rule) 
the power of hard grind." These are serious and severe Indictments not only of a 
few Rhodes scholars but of American educational standards as a whole. 

Fortunately, the war has established a whole set of new facts. America has 
emerged from the conflict with a new sense of thoroughness. We have seen our 
waste and extravagance in their true light. We learned, under necessity, how to 
bring to bear all our resources upon a common problem. Almost over night, we 
discovered how we could do something when we really wanted it done. The mobili- 
zation of our financial and Industrial strength was magnificent. We did the job 
thoroughly. The war itself has produced excellent results In the students. While 
many of the men are physically restless, and while regular courses have been inter- 
rupted and normal procedure In their educational careers disrupted, they come 
back with a new spirit. Many of the specific duties of army life have intensified 
the demand for real accuracy. They actually see now why accuracy Is a prerequi- 
site of all worthy effort. Perhaps nothing could have engendered this new point 
of view except the frightful necessities of war. These men are more mature than 
any students we have known. They have been face to face with the sternest real- 
ities of life. They understand now what the world expects of them. Even before 
the war a new sense of Intellectual seriousness was developing in the colleges. 
Running all through our national life Is a new emphatic note of obligation. The 
colleges must seize this occasion to drive home In a new day the old demand for 
accuracy. 

It may be valuable here to look more carefully at this quality. It obviously 
Is derived from ad and curare^ and therefore connotes carefulness, preciseness, 
exactness and definiteness. Speaking negatively. It calls for the absence of defects, 
the elimination of mistakes and freedom from errors. From the positive point of 
view It calls for exact conformity to a standard or to truth. It Inevitably requires 
delicacy, nicety, precision and fineness of thought and action. There is something 
about it which insists upon the quality of "rigor and vigor." Practically it demands 
of the student that he make some definite and final choices out of the superabun- 
dance of riches which college life hurls at him. It says that not by a haphazard, ill- 
considered jumbling of all of the elements of undergraduate life, but by concentrat- 
ing completely upon a few of them, will he save his soul. It suggests to him that he 
settle down to the job in hand. It hints at patience and thorough-going effort. It 
proclaims the stern doctrine that there Is high value in hard work. It is the old- 

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zAddress by 

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'burton 



/JO Tears of DARTMOUTH College 



The Formal 
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<iAddress by 

T*resident 

'Burton 



fashioned, insistent demand lying baclc of all worthy effort in any field. The colleges 
of liberal arts have said much about culture. It may be valuable to insist here that 
accuracy and culture are inseparable. Professor John Dewey spoke wisely when he 
said that "there is perhaps no better definition of culture than that it is the capacity 
for constantly expanding in range and accuracy one's perception of meanings." 

But how shall the colleges perform this function.^ It is at this point that serious 
disagreement will arise. Some will insist that the demand for accuracy is only 
another way of advocating a renaissance of classical study. Others will find here a 
defense of mathematics and scientific subjects. No doubt there are large elements 
of truth in these contentions. The outstanding fact, however, which we must not 
fail to recognize, is that accuracy does not depend upon the specific content of this 
or that course of study. It is not, I take it, primarily a question of curricula or their 
organization with which we are dealing. It is rigid discipline in all subjects that we 
must have. The duty of the liberal arts college is to "cultivate the fundamentals." 
No one can pretend to have sufficient wisdom to anticipate the specific issues of 
the day in which the present generation of students will do its work. Therefore the 
prime consideration is not the pursuing of this or that subject, but the acquiring 
of a highly sharpened tool which will cut its way straight through the twisted 
materials of a rudely shaken social order. If the colleges can send out men who will 
instinctively demand the facts, and who will constantly insist upon wise and timely 
legislation in keeping with those facts, their service to the country will be quickly 
recognized and highly appraised. The colleges of liberal arts will have a right to 
exist if they produce a generation of citizens trained to work thoroughly and 
patiently and to think cogently and accurately. 



II. 

The college must stimulate and awaken its students. Any careful student of 
American education recognizes that a very significant change is coming over some 
of our institutions of higher learning. A decade ago, the first consideration was 
research. The teacher was quietly disregarded for the man who could "produce." 
Today the teacher is coming into his own. This tendency does not mean that 
investigation has fallen or is to fall into disrepute. Research will always be of 
primary importance to a true university. But it does mean that colleges are frankly 
recognizing their obvious obligations to students. 

The assertion that colleges must awaken their students will arouse the con- 
cern, if not the opposition, of three groups of people. The technician desires to 
emphasize the acquisition of some particular skill or dexterity. Surely there need 
be no essential disagreement at this point. The advocate of vocational education 
or the defender of professional training seems to surpass others in stimulating his 
students. The investigator insists that contributions to knowledge are his first, 
if not his only, concern. Again there is no possible incompatibility between the two 
points of view. There are some, however, who, conceding their good taste, look 

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1 5 o Tears of Dartmouth College 



down with disdain upon "inspiration." They are highly to be commended, if by 
inspiration they mean mere excitement, shallow emotionalism, or flitting enthusi- 
asm. They are utterly mistaken if inspiration means the awakening of a human 
being to some appreciation and realization of the meaning of life. 

The demand that our colleges awaken their students is grounded in some very 
serious facts. The externality, mechanism, and formalism of American education 
are notorious. Consider for a moment our prevailing methods for admission. Think 
how we have counted units, hours and minutes! If a boy has had fifteen units he 
has been admitted and if he has had fourteen we have said that he is not "college 
material." The rapidly changing plans for entrance are clear indications that we 
have revolted against some of the methods prevailing in the past. Our systems of 
examinations within colleges are scarcely intended to encourage the habit of be- 
coming thoroughly at home in any given field of knowledge. A student at the end 
of the first semester takes a set of examinations and, if he passes, the grades are 
piled away like so much wood that has been sawed. He repeats the process eight 
times and we call him "educated." The multiplicity of rules, regulations and stat- 
utes produce a wholesome effect upon the freshmen, if bewilderment is good for 
the soul of a new matriculant. The spirit of the average class-room is rarely intended 
to arouse students to new levels of thought and action. Doubtless if Henry Adams 
were teaching in any first-class American college today, he would say just what 
he did of his students at Harvard College: "All were respectable, and in seven 
years of contact, Adams never had cause to complain of one; but nine minds in 
ten take polish passively like a hard surface; only the tenth sensibly reacts." 

We need not, however, rest the case here. This generation of students faces 
prodigious tasks not only of national but world-wide proportions. Mr. Frank Van- 
derlip's book entitled "What Happened to Europe" suggests the magnitude of 
the gigantic work that must be done. Huge war debts, the demoralization of 
transportation, the disruption of industrial processes, the disorganization of life 
as a whole, have created a world situation which calls for all of the skill and 
ability which America can produce. Back of these considerations is the fascinating, 
challenging fact that the present generation of students has almost unlimited poten- 
tialities for coping with these momentous tasks. These potentialities must be utilized. 
The colleges simply must awaken their students to new conprehensions of the 
possibilities just ahead. The achievements of our armies in this war substantiate 
the assertion that marvelous capacities lie dormant in American youth awaiting 
only the stimulus of a great cause and a great occasion. 

The Century Dictionary says that "stimulate" means to "animate to action 
or more vigorous exertion by some effective motive." Surely the motive exists. 
Physicians sometimes speak of "stimulating baths." The colleges must surround the 
student with a quickening, thrilling environment. It can only be done by the contact 
of spirit with spirit. The world still responds to the quickening touch of a great soul. 

If the colleges are to stimulate their students, certain requirements must be 



The Formal 
Exercises 

'Address by 

T'resident 

"burton 



133 



ISO Tears of Dartmouth College 

The Formal met. First of all, boards of trustees and college administrations must place a 
£xercises higher evaluation upon the art of teaching. Concretely, the salaries of professors 

Address by rnust be advanced at once to the point where mere self-respect is possible. And 
T'resident ^^^^^ ^^ must have teachers who teach. That is to say, we must have persons who 
'burton actually proceed upon the hypothesis that the thing which counts in the class-room 
is not the amount of material which is presented but the actual, positive awakening 
of a human being to some faint understanding of the responsibility of being alive. 
Let us hope that then we may have students who study. That is to say, young men 
who without losing the respect of their colleagues can show actual concern for 
their understanding of truth and their interpretation of life. 

The plea we make is for the simple recognition of the commonly accepted 
truths of educational psychology. In his work entitled "Education and Democracy" 
(Page 46) Professor John Dewey has expressed it this way. "That education is not 
an affair of 'telling and being told' but an active constructive process, is a principle 
almost as generally violated in practice as it is conceded in theory." By some method 
the college of liberal arts must stab its students broad awake. The present hour will 
tolerate no other result. Emerson preached the same ideamosteloquently. He insisted 
that "the one thing in the world, of value, is the active soul. This every man is entitled 
to, this every man contains within him, although in almost all men obstructed, and 
as yet unborn." Here is the tragedy of education. Henry Adams knew full well that 
only one mind in ten sensibly reacts to the presentation of truth. It is the fascinating, 
divine task of the college of liberal arts to remove the obstructions and to demolish 
the obstacles which stand in the way of every man possessing an active soul. As 
Carlyle would say, "in one way or the other it will have to be done." We shall have 
to pull down the brute god, Mammon, and put a spirit God in his place! 

III. 

Again, the colleges must reckon seriously with the present. The student must 
be made to live in the new day. Students have acquired accuracy and their spirits 
have been thoroughly aroused by the study of Sanskrit. These results are obtain- 
able by the use of many disciplines dealing with the past. Mankind, however, has 
just emerged from the most direful cataclysm it has ever experienced. The country 
will demand of the colleges, and rightly so, that the students be thoroughly at 
home in their own day. 

By some method, the college man must come to understand the great move- 
ments of the present day. The war has placed great burdens upon mankind every- 
where. Marvelous new forces have been liberated. Strange and mysterious move- 
ments have been inaugurated. Great outstanding issues must be met, and extremely 
intricate and complicated problems must be solved. The facts are not at hand. 
Moreover, the facts, particularly in all the social sciences, are not dead, rigid, 
static things which can be tabulated. They never congeal. The situation tomorrow 
will be different than it is today. Consequently students cannot be sent forth with 



134 



I S <^ T e a 7^ s of Dartmouth College 



ready-made opinions. They must, however, become aware of our situation and feel 
at home in deahng with these gigantic questions. They can acquire a background 
upon which sound and substantial judgments can be formed as the facts develop 
and the tendencies of their day become discernible. 

For example, every discriminating citizen for decades to come must have 
some real knowledge of international law and the whole field of international 
relationships. The ratification of the peace treaty, while important, will only mark 
the beginning of a new era in world relationship which will call constantly for wise 
and statesmanlike action. Or again, the whole problem of our industrial relation- 
ships must be worked out in the years just ahead. The great questions of "repre- 
sentation in industry," of collective bargaining, and the rights of the public will 
demand the most patient and careful reasoning. Mr. Albert Mansbridge, writing 
in The Atlantic for August, solemnly asserts that "no community can afford to let 
the powerful forces of education and labor develop otherwise than in conscious 
co-operation." Every citizen must understand the labor movement. Beyond these 
highly important subjects lies the crucial question of the hour. All about us are 
groups who insist that the ballot-box is too slow in producing results, and that we 
shall never achieve social progress by the regular constituted agencies of the govern- 
ment. Therefore, they appeal to the direct method of violence, revolution and des- 
truction. The issue now is quite similar to the one which Abraham Lincoln faced 
in 1 86 1, only it is upon a far wider scale and more subtle and insidious in its opera- 
tions. Mr. Lincoln raised seriously the question whether all republican forms of 
government have this inherent weakness: Must they be too strong for the liberties 
of their people or too weak to maintain their own existence? That certain groups 
believe the first and hope for the second cannot be questioned. College men of 
today should be compelled to think clearly and decisively upon this paramount 
issue. Unless democracy can insist upon an unqualified, unconquerable respect 
for law and order, then only disaster is ahead. 

Doubtless there will be little difference of opinion concerning the end to be 
attained but there will be serious disagreement as to the methods to be employed 
in seeking that end. It goes without saying, that we must be prepared in our colleges 
of liberal arts to offer excellent and thorough training in all the social sciences. If 
a man gets a thorough grounding in history and some real understanding of political 
economy, political science, and sociology, he will surely be ready in a measure to 
cope with the main movements of his day. Likewise, modern languages will be 
increasingly essential for the man who is to acquire a real understanding of world 
tendencies. 

The vital necessity, however, is an atmosphere of cogent discussion. Every 
class-room must be a place where mind meets mind, where there is little, if any, 
appeal to external authority, and where there is much devotion to clear sequacious 
thinking. A real college will be a place where members of the faculty and students, 
with mutual respect for each other's opinions, will associate in perfectly natural 



The Formal 
Sxercises 

'i^d dress by 

'President 

l^urton 



135 



ISO Tears of DARTMOUTH College 

The Formal and normal ways and exchange views upon the developing life of the world. Perhaps 
Exercises the highest test which a college has to meet, is whether its students actually discuss 

Address by ^^^ong themselves their serious intellectual interests. If an atmosphere could pre- 
T'resident ^^^^ where a student could retain the respect of his colleagues and still raise with 
'burton them in groups, large or small, his intellectual difficulties, then our problem would 
be largely solved. Every college should have a public forum, where the vital issues 
of the day are faced with frankness and candor. To achieve recognition here should 
be the highest distinction open to a student. By some such method, and under the 
guidance of some such motive, unlimited possibilities for greater effectiveness in 
college training lie before us. However it is done, we must have students who 
understand their own day. The facts are so elusive, the conditions are so fluctuating, 
and the ramifications of our problems are so extensive, that prolonged, careful 
thought is absolutely essential. Students must acquire a habit of mind which will 
serve them faithfully in the actual conflicts of the world. Such mental equipment 
Bacon must have had in mind when he said: "Read not to contradict and confute, 
nor to believe and take for granted, nor to find talk and discourse, but to weigh 
and consider." 

IV. 
The colleges must inculcate integrity. This is a strange utterance. It involves 
no accusation of the colleges and is not intended to establish the inference that 
dishonesty has characterized our work. Nor is it intended to contradict the Socratic 
doctrine that knowledge is virtue. No doubt, any one who really understands life 
is a man of integrity. At any rate this seemed to be true until the war revealed to 
us the real motives and character of the representatives of the Imperial German 
Government. Prior to that time we may have believed that there was no such thing 
as an "educated villain"! Now we face a situation which tests the consistency of 
our thought. Emerson was entirely correct in reminding us that "consistency is the 
hobgoblin of little minds." However we may state the matter in terms of logic or 
philosophy, our colleges must be places where men are marked by plain honesty 
and sheer integrity. 

The world situation today accentuates if it does not originate this demand. 
The war destroyed confidence everywhere. Mutual understanding and good-will 
between all groups within our country and between all nations is the primary 
need of the hour. But confidence can be established only on the basis of character 
and integrity. A very serious situation for the colleges arises out of the fact that 
all the world knows the part German education played in fashioning German ideals 
and motives. All mankind disapproves morally and spiritually of Germany. Our 
people trace the causes directly to a false educational system. It is not surprising, 
therefore, that our country is watching with considerable care, if not suspicion, 
the actual operation of our entire educational system. The unescapable lesson of 
the war is that Germany lacked in integrity — plain, sheer uprightness. The du- 
plicity and mendacity of her diplomatic representatives combined with her repeated 

[136] 



1^0 Tears of Dartmouth College 



efforts to eliminate all ethical considerations from international relationships, sus- 
tain this statement beyond all danger of successful contradiction. At the present 
moment, all nations and all mankind trust America. Just so, America must be able 
to trust her colleges and her educational system as a whole. 

Our institutions of higher learning, therefore, must be synonyms for integrity. 
It is just here that Dartmouth College may legitimately emphasize the tremendous 
value of its religious foundation. Today as never before the college of liberal arts 
must stand for absolute, unqualified devotion to the truth. In all of the complicated 
relationships of a new day when vital issues are at stake, all groups and all Interests 
must understand that the colleges will teach the truth regardless of the conse- 
quences to their endowments, their enrollments and their equipments. No man 
must be permitted to suggest that a muzzle be put on a college professor so long 
as he lives in keeping with the normally accepted moral standards of the com- 
munity and is a loyal defender of the constitution and government of the 
United States. In spite of the effects upon himself, his job, his family and his 
future, the true professor, in sheer self-respect, must know that he can teach the 
truth as he sees it. 

The whole institution must be saturated with this spirit and point of view. 
Honest work must be done in every class-room by every student. There should 
prevail everywhere the general, unquestioned assumption that every person in- 
stinctively maintains a standard which requires the finest type of honesty in every 
collegiate relationship. 

The extremely difficult and highly significant phase of this truth, however, 
is not only that the college should be honest but should be accepted and recognized 
as honest by the people. Therefore, we must avoid all appearance of evil. We must 
keep our hands clean. There must be no smell of smoke on our garments. We must 
be able to put into the world men who will instinctively and incessantly oppose 
all forms of social evil and who will co-operate with every good movement looking 
to the welfare of the people as a whole. It will not always produce agreeable results. 
Righteousness occasions much discomfort for large groups of people. The trained 
citizen of tomorrow will actively oppose the business man who profiteers, the 
laboring man who shirks, the politician who sets private gain above public weal, 
the citizen who selfishly enjoys the blessings of democracy without meeting its 
demands, and the man of means who fails to accept his wealth as a social trust. He 
will recognize that truth knows no time distinctions, that policies and principles 
are not true or false because they are old or new. Therefore, he will attack both 
the radical who forgets the wisdom of the past and dreams of an impossible future, 
and the conservative who Idealizes the past and neglects the plain duties of the 
present. 

These are critical days for the college of liberal arts. Obviously there Is more 
need for It today than ever before. It simply must function mightily in the midst 
of marvelously fascinating conditions. Its future Is secure If, even in a measure, 



The Formal 
Cxercises 

zAddress by 

T'resident 

'burton 



137 



15 r 



ears 



of Dartmouth College 



Scenes from W^ 

the Sesqui- C 
Centennial 

The Cxercises 

in Webster '■} 

Hall '■ 




From Other Qolleges. 



1^0 T e a 7^ s of Dartmouth College 

it can train students to work thoroughly and to think accurately, if it can The Formal 

awaken men to some realizing sense of the meaning and glory of being alive, if Cxercises 

it can enable students to know their own day, and above all if it can make them ^jiddress by 

men of integrity. President 

These are not new duties. They are the old demands accentuated by the needs Hopkins 
of a new day. 

EPILOGUE: DARTMOUTH COLLEGE — AN ATTEMPT AT FORMAL 

INTERPRETATION 

By President Ernest Martin Hopkins 

PRESIDENT HOPKINS. This anniversary, in celebration of the sesqui-centen- 
nial of the founding of Dartmouth College, has been held to be essentially a 
time for definition of purpose, rather than an occasion for self-glorification or even a 
time for introspective study of the past. Under such conception, in the main it is 
meet that we discuss policies rather than persons, principles rather than details, 
opportunities rather than accomplishments. 

Dartmouth's men need no encomium at this time. The historic record of the 
College stands and can neither much be added to nor subtracted from by words 
spoken in such a ceremony as this. The desirable thing is, with the inspiration of the 
past, that attention be focused upon the obligations of the future which spread 
broad before us and widen as they disappear in the far distance of the mental 
horizon. 

If the fathers were to speak to us today we may be sure how positive, in the 
exigencies of the present, would be their injunctions to scan the future, however 
much we should review the past. We may indeed assume what would be the disposi- 
tion of that great heart whose motto for the College was the motto he strove so 
steadily to exemplify in his own life, "Vox Clamantis In Deserto." 

It has been in the thought of those who devised this program, therefore, that 
amid the general addresses and discussions of this day there should be a brief <:r^<^o, 
specifically in behalf of Dartmouth College, suggesting the belief and conviction 
with which this College approaches the responsibilities of the times upon which the 
world is now entering. To me has been assigned this task, which I approach in 
behalf of my associates and attempt for myself with solemn desire that the interpre- 
tation may be a true one. 

The whole spirit of the foundation of Dartmouth College, even when inter- 
preted through the context of modern conditions, is a challenge to develop original 
thought and to do intelligent pioneer work; to ignore convention if it becomes 
restrictive and to avoid standardization if it becomes entangling. 

To such a challenge there can be but one answer and it is our longing that we 
may completely meet the terms of the challenge, safeguarding meanwhile that 
however we may work differently, we still may never work in ignorance of what 



I S o Tears of Dartmouth College 



The Formal 
Exercises 

zAddress by 

T*resident 

Hopkins 



others do or without respect for it. Indeed, as much as anything else, we crave the 
spirit of generous appreciation of other types of education and of other institutions 
of the college world in the processes they utilize and the results they secure. We 
hope, likewise, that we may do nothing simply for the sake of being different, that we 
may disregard no method of proved effectiveness that may be applicable to our work. 

I emphasize this point of possible differences because I think that I speak for 
the thoughtful men of Dartmouth's trustees and faculty and alumni when I say that 
we are not at all certain that ours is not a responsibility separate and apart from that 
which in general appertains to the American college. Perhaps, as well, it is true that 
we are not greatly concerned whether it is so or not. I simply pause in this open 
forum to beg the indulgence of our guests if for a moment we more than suggest a 
conviction that our task is one distinguished by its uniqueness. With such premises, 
therefore, our conclusion is bound to result that, be our problem what it may, we 
purpose to seek its solution first in the light of our own experience and of our own 
reasoning, and only secondly in the light of a comparative study of what has been 
deemed wise elsewhere. 

At the same time, however, it is of course obvious that no self-satisfied inde- 
pendence nor any arrogant pride of authorship could be in conformity with the 
spirit of a foundation which was as altruistic as it was idealistic, — a foundation 
whose comprehensive object was to be of maximum inspiration to greatly diversified 
types and conditions of men. 

It is to be recognized at this point that the very claim and effort of the College 
to train for leadership may easily become a perverted purpose, if its interpretation 
is faulty and if its object is to put the greatest possible distance between the indi- 
vidual and the group, rather than to advance the group the greatest possible dis- 
tance towards the best leadership. Lives of men in these times daily become more 
inclusive rather than exclusive. The objective of leadership must be to surround 
itself with associates rather than to enroll subordinates. 

As naturally as water flows down hill, so power tends to flow from the few to 
the many; and authority swims in the current of power. Thus, now, such assembled 
rivulets of the past form streams, insistent and unrestrainable except at the expense 
of destroying floods. The problem of education becomes to train men for construct- 
ing channels in which mighty currents may flow rather than in devising barriers in 
fruitless attempt to obstruct swollen streams. 

The function of the privately endowed, traditional college may conceivably be 
a far different function from that of the modern, publicly supported, state college. 
The function of the historic college, existent as an individual unit, is certainly 
distinct from that of the college which is maintained as the undergraduate depart- 
ment and feeder for the university. Moreover, it is not to be disregarded that the 
opportunity of the college isolated from the turmoil of contacts with industrialism 
in commercial centers, or separated from the problems of congestion in urban 
groups, may be quite different from that of institutions of such environments. 

[140I 



ISO Tears of Dartmouth College 



I do not mean by this to argue that Dartmouth's type, or any specific type, is 
best for all men or for the majority of men; but I definitely do mean to raise the 
question whether it might not be well that the selective processes for admission to 
the respective kinds of colleges, variously conditioned and variously located, should 
be better devised for defining the characteristics of those who are likely to be most 
benefited by contact with the respective attributes of the different kinds of colleges. 

It not infrequently seems to me, as I consider processes common to us all, that 
the procedures of college education are more concerned with an attempt to establish 
the fact that certain methods and devices are an education than that an education 
comprises certain definite and essential things. Likewise, it sometimes seems to me 
that the ways in which things shall be done loom so important in the minds of all of 
us that there can be only with greatest dif^culty any commensurate interest in what 
the achievement shall be, in other words, that the delicacy and polish of the 
machinery is given more attention than the product. 

Yet, on the other hand, I am quite clear in my conviction that whatever be true 
of the spirit of the graduate school or that of the university, the first obligation, 
though not the only one, of the undergraduate college is as markedly as possible 
to level up the mass of the selected group which it accepts, rather than to give sole 
consideration to a refined process of distillation, by which a small modicum of ultra- 
excellence shall be produced, at the cost of vital effort and wasted time for the great 
majority. I should not wish to have to apologize for a theory of procedure by which 
any considerable numbers of men which the College accepted through its selective 
processes should find the advantages of the College inaccessible to them. If I am 
right in this interpretation, it means simply a policy of the greatest good to the 
greatest number and a technique of operation which shall assure this. Moreover, by 
such a policy, in my belief, the inspiration for highest excellence of intellectual 
accomplishment in the few is as definitely furnished as in any other way. 

The College, therefore, cannot do without requirements and disciplinary proc- 
esses to secure its desirable results. But it is exactly at this point that it has to 
be particularly solicitous that prescribed procedure, when it becomes non-essential, 
shall not be allowed to stand merely for the sake of maintaining the glory of the 
prescription; that nothing shall be done simply for the sake of doing it, without some 
desirable end in view. 

I believe that the first and the paramount obligation of Dartmouth College is to 
develop the minds of its men, to expand the mental capacity of the individual man 
by its training and to enlarge the area within which the individual mind shall be 
expected to work by the breadth and the comprehensiveness of the subject matter of 
its curriculum. But I believe no less strongly that this is not the whole obligation. 
The function of the College is not primarily to develop intellectualism but intelligent 
men, and this purpose is not observed if consideration is given only to the mind, 
while the soul and the body are left to the whims of chance. Mental processes of 
high voltage, in operation apart from the directive guidance of fundamental char- 

[141] 



The For?nal 
Exercises 

Address by 

T'resident 

Hopkins 



I S o Tears of DARTMOUTH College 



The Formal 
Exercises 

^Jlddress by 

T'resident 

Hopkins 



acter derived from moral fibre, may give on the one hand, in the words of the report 
of the English Labor Party, "light without warmth," while on the other hand, they 
may become simply irresponsible distributors of new refinements of destructive 
genius. 

The College must, as well, preclude all that makes for impairment of physical 
well-being and must encourage all that makes for health. In short, while conceding 
and accepting the magnitude of its obligation to develop mentality of strength and 
accuracy, the College must, as essential corollaries of this, safeguard the physical 
and moral standards of collective living and offer individual inspiration for the 
development of spiritual excellence. 

I believe that in its nature the College partakes alike of the characteristics of 
the preparatory school and of the graduate school and that neither phase can be 
ignored without detriment to the work of the College. At this point we come 
squarely up to the question of what should be the qualifications and attributes of a 
member of the instruction force in the College. And herein I believe that the Ameri- 
can college has suffered injury untold by accepting standards from the graduate 
schools which, in turn, were accepted from abroad and which had little application 
to the problem faced by the American college whatever their value elsewhere. I 
know of nothing more unreasonable nor of anything more deleterious to the self- 
respect of the American college than that so many men of ample training and of 
broad learning, with real enthusiasm for contributing to undergraduates not only 
of their knowledge but of their zest for life should, on the one hand, lack the com- 
plete respect of their associates or, on the other hand, be deprived of the satis- 
factions of reputation because of the great delusion which has pervaded the college 
world, to its loss, that a record of research only,if of sufficient profundity, more than 
compensated either for incomplete manhood or for incapacity or indisposition to 
recognize the real purposes of the American college. I believe that the time has come 
when we should free ourselves from the cant and sophistries that still pervade college 
circles on such points as these. We should be at least as watchfully solicitous to 
avoid the evils of professionalization in our college instruction as we are in our 
college athletics! Research is important, yes; production is important, yes; teaching 
ability is important, most emphatically yes. But, if it be conceded that all three are 
not indispensable in the individual, let us be honest enough to acknowledge that 
teaching ability is not first to be sacrificed. 

Personally, my opinion would be that teaching ability is essential in all men 
who are to be permitted to meet undergraduate classes; and that the fact should be 
faced squarely that if men who lack proper respect for the service of teaching and 
fail to understand the glory of its service are to be associated with the institution, 
then they should be withheld from contacts, the opportunities of which they fail to 
grasp, and their work should be applied at points where it can be most productive. 
I would not be understood as arguing for the elimination of desire for opportunities 
for research from the teacher's mind, for I recognize the inspirational value of such 

[142] 



ISO Tears of DARTMOUTH College 

work to teaching. The emphasis, however, belongs on the teaching. There is need of 
considerably more frankness as well as honesty in the colleges in facing this problem 
than has sometimes existed. It may well be that university men of maturer age and 
keener eagerness can secure essential benefit from surveying and absorbing the 
excellence of scholarship of a distinguished group which composes a faculty whose 
interest is only incidentally in transmitting the knowledge it possesses. In a college, 
however, the transmissive quality must be reckoned of high value, it being required, 
of course, that scholarship shall be true and thorough in what is to be transmitted. 
And further, I would not hesitate to add that the more completely these qualities 
are embodied in men of physical stamina and in men of spiritual worth, the more 
complete the assurance with which the college can undertake its work. 

I hold it true beyond the possibility of cavil that the criterion of the strength 
of a college is essentially the strength of its faculty. If the faculty is strong, the 
college is strong; if the faculty is weak, the college is weak. Plant, material equip- 
ment, financial resources, administrative methods, trustee organization, alumni 
enthusiasm and loyalty, are but accessory to the getting and holding of strength 
at this point, — none of them insignificant in importance, but all of them subordi- 
nate. To the extent that any of these is a contributing factor to increased strength in 
the instruction corps, to that extent it is of major importance. All else is of less 
consequence. 

Finally, the historic colleges of this country are products of religious impulse 
and in so far as they glory in their birthrights they must glory in this. This impulse 
expresses itself in different forms in different periods and has tended steadily from 
the beginning of the Middle Ages to evolve from exemplification in a setting itself 
apart in adoration to a co-operation in service. The acceptance of the implication of 
the fact that holiness and wholeness are from the same root has been instinctive, if 
not conscious, with the result that asceticism as an ideal has given way to respon- 
sible naturalness. 

It would be an affectation for us to define the purpose of Dartmouth College in 
the pious phrases of the eighteenth century, but it would be an unforgivable omission 
to ignore the present day equivalents of the motives which actuated Eleazar 
Wheelock in his unceasing efforts to establish this foundation. The founder's 
altruistic purpose of converting the heathen savage to the glory of God becomes in 
modern parlance a desire to convert society to the welfare of man. Either purpose 
requires the highest idealism, and the highest idealism is the purest religion, the 
symbol of which is God and the manifestation of which is the spirit of Christ. 

May this ever be the spirit of Dartmouth College! 



The Formal 
Sxercises 

'Address by 

^'resident 

Hopkins 



Then followed the singing of Milton's Paraphrase of Psalm CXXXVL 



143 



1 5 o Tears of Dartmouth College 



The Formal BENEDICTION 

Exercises By The Reverend William Hamilton Wood, Ph. D., B. D. 

'benediction 'W y NTO Thee, O Lord, Supreme Ruler of the Universe, be all honor and glory. 

by the I May the grace of the Divine Presence be continually manifest in the his- 

Qhaplain ^^_J tory of this College; may Thy wisdom, O God, strengthen its wisdom, and 

may Thy presence and Thy guiding influence be with us in the future as in the past. 

Amen. 



Thus closed the exercises, the academic procession then passing out of the hall. 



[144] 



15 


Tears 


"f 


Dartmouth 


College 


WW, 




Scenes from 
the Sesqui- 
Qentennial 



(^'cii/iptis 'IJiezvs on the -^inni^cruiry "Dny 



Scenes from ^ 
the Sesqui- 
Qentennial ' 

Final , 
Exercises on 
the Campus 



15 


Tears 


"/ 


Dartmouth 


College 


™^^^ 


^^^^^,^^,,^ 


'^^;<B-.:^m. 


^^, 






The Flight of the Toy Ti a I loons 





^N^oon luncheon on the Qampus 



io/^J^.^,«»?')^l;^ 




Further Qampus IJiews 



I S ^ Tears of DARTMOUTH College 
DARTMOUTH SESQUI-CENTENNIAL DINNER 

William Tabor Abbott, of the Class of 1890, President of the General Association of Alumni, 
presided. 

Reverend Benjamin Tinkham Marshall, of the Class of 1897, President of the Connecticut 
College for Women, opened with prayer. 

PRESIDENT MARSHALL. Almighty God, Giver of all bounty and Dis- 
penser of eternal grace, by Whose favor and love and under Whose guiding 
hand we have come to this hour in these great days, we give Thee thanks for 
the College, we give Thee thanks for the bread of life which here we have taken and 
for the waters of life which here we have drunk, giving us strength and power to go 
on to these present days. We thank Thee for all the history and traditions of the Col- 
lege and for the devotion and patriotism of its sons, which have warmed again our 
hearts. We bless Thee for the great names in its splendid fellowship and for the right 
to name ourselves among its sons. We bless Thy name, and now we thank Thee for 
the fellowship of this hour, the gift of our daily food, the right to toil, the right to 
play, the right to think, and the glorious joy of following Thee unto the uttermost. 
Amen. 



The 

^Anniversary 

'Dinner 

T'rayer by 
'President 
zM^arshall 



OPENING ADDRESS by William Tabor Abbott, Esq. 
Chairman William Tabor Abbott, Esq., in calling to order said: 

MEN of Dartmouth, and those who are not but ought to be, you have kindly 
consented to shed the light of your countenance upon us this evening, and we 
are going to violate some more academic traditions. 

The afternoon when I left Chicago I read again the printed proceedings of the 
inauguration of President Hopkins. I read Mr. Streeter's felicitous remarks on the 
occasion of the academic dinner following the inauguration. I knew directly that I 
could not keep that pace. So then I read volume 10 of "Modern Eloquence," seeking 
for anecdotes, and I found that all of them had been used at least three times. 

The end of the Sesqui-Centennial is at hand. At this dinner certain things are 
absolutely barred. First, on the part of the toastmaster we shall miss two old friends. 
One is, "We have with us tonight," and so forth. The other is, "The next speaker is 
a man than whom there is no more." We shall also miss on the part of the speakers 
that story of Daniel in the lions' den, describing the beatific expression on Daniel's face 
because, if there was to be any after-dinner speaking on the occasion, he was not going 
to do it. Also, there will not be anything in the line of senatorial courtesy,notwithstand- 
ing the presence in our midst of the Senate's favorite speaker from' New Hampshire. 

Any speaker who fails to stop at the time indicated by the toastmaster will 
find it absolutely useless to clamor, "Is there anybody who will yield his time to the 
speaker.^" because the answer will be, in the language of Bert Williams' song: 

[ 147 ] 



I S ^ Tears of Dartmouth College 



The 

'Anniversary 

Thinner 

zAddress by 
the Toast- 
master 



"When I was in that railroad wreck 
And thought I cashed in my last check, 
Who pulled the engine off my neck? 
Nobody, not a soul!" 

When the future alumni of Dartmouth College read side by side the stories of 
the Centennial and the Sesqui-Centennial, there will be some interesting parallels 
and some even more interesting contrasts. We read in Dr. Lord's history that in the 
morning exercises of the Centennial celebration, which were then held in a tent 
instead of in beautiful Webster Hall, J. Pluvlus descended. Professor Bartlett told 
us about it this morning In the colloquial language of the times, which I could com- 
prehend much better than Professor Lord's reference to "J. Pluvlus." Professor 
Lord and I never did understand each other very well, in my day. But there was 
rain on that day, instead of today, when the Almighty cast his prettiest ray of sun- 
shine on this particularly chosen spot of his footstool. 

Another somewhat interesting contrast will be found when the students read 
about the presiding officers. The President of the Alumni then was the Honorable 
Salmon P. Chase, Chief Justice of the Supreme Court of the United States. There is 
something of irony in the fact that, by the accident of election, which sometimes 
happens in a republic, there should be called to preside tonight at an academic 
dinner one who is least academic. In fact, I am ashamed to confess that the irony 
of this selection goes so far that it took a thesaurus and a Century dictionary to find 
out what "sesqui" meant! 

As a noted man said to us at a little dinner on Saturday night, "When this job 
came to me I felt as unlettered as the other side of a tombstone," and he went on to 
remark that shortly after graduation some of the fellows were bragging about their 
degrees, somebody next to him saying that he had a degree magna cum laude^ and 
that he was not going to let him get away with that and said, "I got a degree, too. 
I got a degree mirabile dictu!'' 

Another parallel between the two occasions is that on each there was a repre- 
sentative from Chicago. I read in Dr. Lord's history that the proceedings at that 
academic dinner were really academic. Each speaker in turn said how embarrassed 
he was at having to speak in the presence of so distinguished a gathering. At the 
psychological moment, long John Wentworth rose on the platform, stretched his 
six feet ten inches to their full height, looked into that sea of upturned faces and 
said, "Maybe you think I am embarrassed, but I ain't!" That is what in our crude 
western phraseology, with which Dr. Burton is gradually becoming acquainted, we 
refer to as "calling a bluff." Although, as a matter of fact, with teeth chattering and 
knees knocking together, I feel more like the little girl who was sent away to eat her 
supper in the corner and who said, muttering to herself, "Oh, Lord, I thank Thee 
for preparing for me a table in the presence of mine enemies!" 

My ideas of the functions of a toastmaster are that he should not trespass upon 
the time of the speakers, nor should he permit the speakers to encroach upon 
eternity. 

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I S ^ Tears of Dartmouth College 

Seriously, as a part of these opening remarks, I may say that a Dartmouth The 
graduate passes through three stages of service and loyalty to the institution. The ^Anniversary 
first one lasts about three years, while the men he knew are in college. He is a red Thinner 
hot Dartmouth enthusiast all that time. He takes the "Dartmouth" during those ^Address by 
.three years. Then comes a period of waiting for something, and it just seems as if ^^^ Toast- 
it never would come. If he is so unfortunate as to choose the practice of law for a master 
profession, he sometimes wishes that he could swap that job for one where he would 
take moving pictures of a glacier, and in that period he is likely to forget all about 
Dartmouth College, so that it almost ceases to be a memory. If he thinks of it at all, 
then, he thinks of that long, long journey on the mixed train on the Passumpsic 
road and the long walk up the hill afterwards. And, by the way, going back again to 
the Centennial for a moment, I read that the tent was illuminated that night by 
headlights furnished by the Passumpsic Railroad; and, so far as I remember, that 
was the first and last time that the Passumpsic Railroad ever had any illumination 
for the benefit of Dartmouth or shed any light upon it! 

The third stage is when he has arrived, either actually or apparently. At that 
time, if the arrival is actual, he begins to feel like a has-been; if it is only apparent, 
he begins to feel like a never-was. 

But those are the years of come-back, of loyalty to the College. He turns, 
lovingly, with longing eyes and a homesick heart, to the old College. 

The third stage in my career came when the sympathetic and magnetic Presi- 
dent came on the circuit to see us in Chicago. In this Sesqui-Centennial, naturally 
the felicitations of the day have gone to President Hopkins, and back of that are 
always the fond memories of Doctor Tucker. But just now I want to call on that 
courageous gentleman who in quiet modesty but with inflexible determination took 
up the reins that Doctor Tucker let fall and maintained this great College unflinch- 
ingly in the line of progress while the men were training on whom he might in turn 
bestow his confidence and his pride in Dartmouth. Gentlemen, I have great pleasure 
in presenting to this audience, Ernest Fox Nichols, Professor of Physics in Yale 
University, one time President of Dartmouth College. 

ADDRESS by Professor Ernest Fox Nichols, So. D., LL. D. 

DR. NICHOLS. Mr. President, colleagues, friends, Mr. Toastmaster, I feel that 
I should be lacking in candor if I did not say at the outset that the one hundred 
and fiftieth anniversary of the founding of Dartmouth College is an event of special 
significance. Dartmouth has been during the day very handsomely felicitated — or 
facilitated, I heard some one say tonight. We have all seen the College with our own 
eyes; we have all heard about it. There is, however, one matter upon which I can 
speak from a personal standpoint. I think it has been very rare indeed that a man 
who has given his interest to a great enterprise can be so happy as I in his predecessor 
and in his successor in office. 

Dr. Tucker, whom we all know, and whom all who know him love, was a man of 

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very rare sagacity and wisdom, a great moral leader, a great administrator, quick 
and sure in action; and in these last years, in the leisure of his retirement — although 
that is a leisure which has not been free from bodily weakness and often bodily 
suffering, — he has brought an enthusiastic intelligence and a moral fervor to the 
analysis of the greatest and most complicated questions in our social and political 
life. To him many, many men owe a better understanding of these complications, 
which he has simplified for us all, reducing them to great principles. 

It is not only Dartmouth that owes a debt to Dr. Tucker; it is the Nation, and 
the Nation's thinkers. 

Any one who knows President Hopkins, even a very little, knows that he is 
courageous, and that he has ideas. In fact, his courage reaches the point where, I 
think, if he had any more of it, it would be dangerous. Those who know him through 
slight contact know his enviable personal qualities; those who know him at all well 
know his breadth, his tolerance, his wisdom, which are of the academic, the philo- 
sophic mind. I hope I am not breaking a confidence if I say that I have it on good 
authority that the trustees feel that the College is safe in his hands! 

Somewhere, recently, it seems to me I have heard that some one somewhere 
said that the experiences of the late war were going to have a far-reaching influence 
on college education. At least twenty per cent of the men who are within the range 
of my voice has each one said to himself, "I was that man!" Some have gone so far 
as to tell us what the educational lessons of the war are and what the changes are to 
be. I am not going to take that up, because, in my sluggish way of thinking, I have 
not yet reached a conclusion on that subject. I was told — in fact, I was written to a 
little while ago along that line — that the general topic which would probably be 
discussed this evening at this dinner was this: The responsibility and promise of 
institutions of higher learning for the orderly development of American civilization. 
Now, Mr. Toastmaster, we have been talking about that all day, and there have 
been some perfectly splendid things said about it. I heartily wish this dinner had 
been at seven thirty o'clock this morning instead of tonight. The British railways 
have been having a difficult time of it lately, what with coal shortage, strikes, and 
so forth, and it has become practically the unbroken rule that all trains have arrived 
everywhere late. The other day, by some miracle, an express drew into Birmingham, 
England, on time, and the guard, in confusion and embarrassment, called the previ- 
ous station. I wish, Mr. President, that we could have had a previous station in this 
discussion. There being no main tracks left, I am going off on a short bypath to 
the subject. 

In a democracy like ours, everybody has responsibility for everything. "Respon- 
sibility" is the word that took myeyeparticularly in the wording of this topic, because 
I felt, with the responsibility accounted for, the promise would take care of itself. 

That being the case, the public is responsible for our higher education. It bears 
an equal responsibility with those of us who administer it. Our colleges in the long 
run cannot be any better than or in any essential respect different from what the 

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public wills them to be. They never have been, and to those men who look back on 
a golden age in education in this country it need only be said that at the time it was 
not considered a golden age. 

A British nobleman advanced in years wrote some time ago to Sir Bernard 
Partridge, editor oi Punch, and asked him this question: '^Why isn't Punch as funny 
as it used to be.^" and Sir Bernard replied, "It never was." In this divided responsi- 
bility, I think the public is as yet unconscious of its share or, if not unconscious of its 
share, it does not quite understand what we are trying to do. A few men out of the 
public here and there, who have sensed this public responsibility for higher educa- 
tion, have very happily and completely relieved themselves of this res'ponsibility by 
telling the colleges how bad they were. I do not think we have any faults, real or 
imaginary, that have not been laid bare. 

Furthermore, there have been suggestions. Some of the criticism has been 
intended to be constructive. My colleagues are a very generous body of men, and are 
also a very modest body of men, and when they have been accused of incompetence 
in the light of the product of their work, they have come forward, I think almost too 
readily, and taken all the blame. They have not only avowed and accepted the 
truth of the accusations, but they have done worse. They have accused themselves 
and one another. So that some of the sharpest of the criticism has perhaps come out 
from what might be called our own midst. 

This criticism has been valuable in many ways. A great part of the criticism, 
where it has aimed to be either logical or constructive, has made two tacit assump- 
tions. Nowhere will you find these assumptions expressly put, but nearly every- 
where will you find them implied. The first of these assumptions is that the young 
men who come to college are perfectly plastic material for the hand of the molder. 
That assumption is not true, and I am glad of it. The second assumption is that all 
of these young men who come to college are seeking education. That is not in all 
cases true, and I am sorry. A good many young men who come to college come 
seeking general information, but just as soon as the machinery of the educational 
process is brought to bear upon them they suddenly develop an inertia which 
amounts almost to an insurmountable obstacle. It is something as if you have had 
your house wired for lighting, and when you turn on the light, it is dim. You think 
of your training in physics and you say, "The voltage is low." But if you send for 
an engineer he will probably measure the voltage and tell you that the voltage is 
adequate, that any more would prove dangerous, that the reason why you get so 
little light is because there is too much resistance in the circuit. 

The parallel here is, of course, obvious. Our colleges have been criticised 
because the voltage of enthusiasm in the teaching has not produced more light in 
the undergraduate, and, based on those two things alone, people observing, in some 
instances, a dim light have drawn the conclusion that the fault was with the voltage 
instead of with the resistance. 

The thing, I think, which is the point to which we must turn our attention and 

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devote our best energy, is to enlighten the public on other sides of our educational 
problem than the desirability of larger educational endowments. That has been 
almost exclusively the side of higher education on which the public has received the 
most enlightenment. I think, in a way, we have been putting the cart before the 
horse in our appeal to the public, because I think if the public understood adequately 
what we were aiming at, what we were trying to get, what attitude of mind would be 
most profitable in a young man who came to college, the matter of funds, which is 
incidental, would look out for itself. 

What the public needs to know, then, really is, what is education? I think the 
public too often mistakes general information for education. I think the public in 
its requirement of general education on the part of college graduates has rather 
made it a burden upon the college in recent years to provide more and more addi- 
tional courses rather than the old, more disciplinary educational subjects, and the 
elective system was the open door. If the public could realize, as we realize, that 
education is not a commodity, that it cannot be bought and sold, because the goods 
cannot be delivered, there would be a clearer understanding of our problem. We can 
buy and sell educational opportunities, and that is the extent of our commercial 
undertaking. If the public could realize that education was something that a man 
pulled out of himself, rather than something that was laid on him or given to him, 
the problem would be very much simplified. 

Not only does the public not quite understand that education is a pathway of 
development which has milestones along it but no terminus, but it does not under- 
stand that when a young man has been in college he has only just reached the point 
where he can undertake self education with greater advantage, and that up to that 
time his progress is more rapid if this process of pulling things out of himself is 
directed and competently guided. 

I believe that the public today is in a more receptive frame of mind to hear 
from us what we think we are trying to do and why we think it is a good thing to do, 
and how we are trying to do it, than it has been in many years. 

I think the record of the colleges in the war, the record of college adminis- 
trators — of which we have a brilliant example present — the record of members of 
college faculties in service in the war, the splendid record of college graduates and 
college students in the war, has impressed the public mind with the idea that there 
is something more than general information to be had in college, and that some men 
find it there. 

That, then, is the healthful aspect of the situation, that the people as a whole 
now seem to be well disposed towards our colleges; and I feel that now is the time, 
and that no better time will ever come, for us to present our case right end first to 
the public, in order that we may secure that co-operation in our real purposes which 
at present we have not got, because the young man who comes to college without 
any idea of what he is coming for or in a state of mind where his resistance to 
education is too high to make it possible to get a good current through him, renders 

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co-operation difficult. Because it is not only the public that does not quite under- The 

stand about education; our undergraduates themselves do not, even after thay have ^Anniversary 

been here a year or two. I used to keep an office on this campus, and in that office 'Dinner 

I had many very pleasant interviews with young men in college. There was one ^Address by 

topic of conversation which often came up, and I can summarize the course of the ^'resident 

brief conversation, or the many conversations, which were more or less on the same ferry 

skeleton or framework. Inquiry was made of the young man, how he happened to 

come to Dartmouth.^ In nearly all cases he said he came because he wanted the 

education. The next inquiry was, "Well, how will you know when your education 

is finished?" Almost without exception came the prompt reply, "When I get my 

degree." 

INTRODUCTION by The Chairman 

THE next speaker has a double interest to us, based on his personality and on his 
locality. A graduate of our old friend and rival, Williams College, he became in 
due time Dean of that institution, and in 1917 President of Hamilton College. Hamil- 
ton College is of interest to Dartmouth, because it was founded on somewhat the 
same theory as Dartmouth, following the lines of an Indian school. A college cheer 
was adopted which was a modification of "Wah-hoo-wah"; and all would have gone 
merrily but for the fact that they did not have any Indians! So, long before the days 
of horseless carriages, fireless cookers and eggless hens, they had an Indianless 
Indian school out at Clinton. 

The Indianless Indian school brings to my mind the story of the aspiring poet 
who went to a magazine editor with some of his verses. The editor said, "Well, we 
cannot take your poem, but you can leave your address." He replied, "Mr. Editor, 
if you do not take the poem I shall not have any address." You will have no poem, 
but you will have an address from Doctor Ferry, President of Hamilton College. 

ADDRESS by President Frederick Carlos Ferry, Ph. D., Sc. D., LL. D. 

MR. TOASTMASTER, Mr. President, and men of Dartmouth, ladles and 
gentlemen, it appears to me that those who speak on brilliant occasions like 
that which Dartmouth has provided today may be divided into two classes - — 
those who have been heard here before and are asked for that reason, and those who 
have not been heard before, and are asked for that reason. 

I claim here a monopoly of that second class. 

As you know, when a man finds himself in one of these college presidential 
positions the public immediately begins to invite him to attend picnics, school 
graduations, gatherings of teachers, and so on, and say something. One reason for 
that appears to be that he may not do too much harm to the college. So that is what 
happened to me over there in central New York. They asked me to lots of little 
aflPairs here and there and asked me to say something. So after awhile, at a banquet 
in Rome, a very clever and discerning toastmaster, in introducing me, said he had 



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learned by reading the Utica daily papers that I had been doing a great deal of 
talking about that part of the country. "But," he said, "with a great deal of care 
I have looked into that question and I find that never yet has he been asked to 
appear a second time in the same place." So I have been happy in my unhappiness 
today, realizing that when I come to Dartmouth College again I can spend the day 
here without any feeling of impending doom. 

There is a little bit of propriety in asking the representative of Hamilton 
College to bring, as I was asked to do, the greetings of colleges outside of New 
England to Dartmouth College. It is true that Hamilton College owes its origin 
quite directly to that same Eleazar Wheelock of whom we have heard so much 
today. Samuel Kirkland, at the age of nineteen, in 1761, studied in that school in 
Lebanon under Dr. Wheelock. He was the son of Rev. Daniel Kirkland, of Nor- 
wich, Connecticut. I don't know why he went to Princeton instead of Yale, but he 
did, and then he interested himself in missionary work among the Senecas and the 
Oneidas in central New York. He went back and got his ordination at the hands of 
Dr. Wheelock and then was sent out with a group in which was a missionary named 
Johnson, who carried an address, a copy of which I have in my pocket but will not 
read, which he was to present to the Oneida and Seneca Indians at Fort Stanwix, 
in Rome, New York, on the thirty-first of October, 1768. That address announced to 
those Indians that Rev. Dr. Wheelock was searching for a tract of land in the 
valley of the Mohawk where he might secure from the Indians such a place as would 
prove suitable for the establishment of a college. 

So both the valleys of the Mohawk and the Connecticut were considered for 
the establishment of Dartmouth College, because in this same address it is stated 
that he is moving in this direction because of the support which he is receiving from 
the Earl of Dartmouth. So it might have happened, it appears, that Dartmouth 
College was founded in the valley of the Mohawk instead of the Connecticut. It 
seems to me very fortunate that such was not the case, because surely Dartmouth 
could not have been more splendid, if as splendid, anywhere else than she has proven 
herself to be in this beautiful spot among these hills of the Connecticut River; and had 
she settled down out there, there would have been no room at all for Hamilton College. 

It was much later that Hamilton College was started, but it was founded by 
Samuel Kirkland, helped by Alexander Hamilton, who was the first trustee named 
by the regents of the University of the State of New York, when the college was 
established in its first form as an academy. 

I regret that we cannot connect through the Rev. Dr. Wheelock anything of a 
bibulous character with the establishment of Hamilton College. I regret that 
particularly in these days, because it would make us appreciate so much more 
readily the antiquity of that institution. I suppose you read last spring of that saloon 
keeper whose name was August Bieberstein, in whose saloon was posted through the 
spring months the notice: "The first of July will be the last of August." In measure- 
ment of time the beginning of Hamilton College would go back much farther if it 



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could reach to a time when an excellent and highly respected lady could come 
bringing her cask of New England rum without fear of comment from the neighbors 
or danger from the law. 

There was a great deal of that missionary work done for New York State in 
those days by the New England colleges. When in 1792 ten men applied to the 
General Court of Massachusetts for a charter for a college in one of the northwestern 
towns of Massachusetts, they explained that they wanted to put a college up there 
in Williamstown because, being an enclosed place, the young men would not be 
subject to the temptations peculiar to seaport towns, such as Cambridge, Provi- 
dence, New Haven and New York, would be free from such terrible influences, and 
they added further, with generosity if not with modesty, that they wished to 
establish a college there so that they might extend their civilization and manners 
to the adjoining states. So there was a good deal of design on the State of New York 
in the establishment of some of these New England colleges. 

I do not know why Samuel Kirkland went to Princeton instead of to Yale, but, 
as I look about at the many splendid colleges which this country has, I frequently 
wonder why a boy goes to the particular one which he selects. 

And so I have tried to find out about the men's colleges. I can find only one 
characterization at all, and that again is in the newspapers, — "You can tell a 
Harvard man, but you can't tell him very much." And to that some one has very 
wisely added, "And there is no occasion to." But I have cast about among five 
hundred young men from different colleges, trying to find out why they went to the 
college of their choice. In most instances I got the answers they made at the time 
when they were leaving college. I found one young man who went to a small Con- 
necticut college, who said he went there to cure his insomnia. Another went to a 
college where chapel was faithfully required, saying he went to that college to get 
the church-going habit. Another one, who seemed to be concerned about going to 
college at all rather than to any particular one, said he was going to college because 
he had found that without a college education a man was always in competition 
with women and, therefore, could never raise himself. Then, one went to Harvard 
because he wished to assert his independence of his father, who was a graduate of 
Yale, and one went to Yale because his home was in Cambridge. One went to 
Colgate, because his mother had always told him that those toilet articles were the 
very best. One went to Williams because he had liked that name so much ever since 
be first began to shave. Then, one little Irishman said he went to the college that he 
had selected because he had decided that that was the last place in the world where 
the devil would look for an Irishman. 

Out of all these five hundred men, only two among the serious ones — and most 
of them were serious — mentioned athletics, and among all the five hundred not a 
single one mentioned the faculty. What they did mention, those serious boys, was 
the connection of fathers, uncles and brothers with the college, and the fact that 



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they were following the family tradition; and one, putting it another way, said he 
went to that college in order to start there a family tradition. 

So they go generally along the lines of their families, and so the colleges grow 
and the stream of educated men goes out. 

It is a great pleasure to bring the greetings, the congratulations and the good 
wishes of the colleges over there in New York State to Dartmouth College at this 
time. Looking back to the beginning, we appreciate that those were days when 
institutions were born through suffering, arduous toil and sacrifice, through noble 
scorn of ease and luxuries, disregard of wealth and display, because of deep thirst 
for knowledge, loyalty for truth, love for fellowman and faith in God. 

I opened Dr. Tucker's interesting book today and read the romance of Dart- 
mouth College as a spiritual romance. And so the spirit of the wilderness still lingers 
about colleges like Dartmouth, Hamilton, Williams and Amherst, founded back in 
those days of simple living and of earnest thinking. I congratulate the President and 
the members of the faculty of Dartmouth College that they are permitted to follow 
in the steps of those noble, great men, and that through the tasks they are perform- 
ing here in these days they are establishing their kinship with those great ones of old. 

So may it forever be true that Dartmouth College, here in this beautiful valley, 
shall continue to send men away carrying those things which Dean Briggs instances 
as the things which the college can best impart to young men — knowledge that 
makes life richer, friendships that make life sweeter, training that equips men for 
tasks both hard and high, wisdom that, though a man suffers, yet shall enable him 
to triumph and be strong, and an ideal, a noble and a lofty vision that shall lead him 
like a pillar of fire even to the end of his days. 

INTRODUCTION by The Chairman 

COMING to the next speaker, if any introduction were necessary, almost any 
old introduction would do. In fact, I can think of only one that would not 
answer at all, and that was George Bernard Shaw's of Sir Edward Lyon, as "he 
that is of the earth earthy and of the nuts nutty." 

Some of us who have had opportunities to view the United States Senate at 
close range have sometimes wondered why Moses ever wanted to go there. A 
colored mammy, looking out of her window one day, saw her pickaninny with a lot 
of other pickaninnies who had been swimming and were returning. In the group 
there was apparently a white boy, and she grabbed her pickaninny and said, "How 
many times have I got to tell you not to go swimming with that poor white trash 
child?" He replied, "Mammy, he wasn't white when he went in." 

Moses and I fought all through college. He was a born politician, and I was 
not, and he licked me every time when it came to a contest. This is the first time I 
have had a chance to get back at him, and now, unfortunately, he will have the last say ! 

It gives me pleasure to introduce ex-distributor of class felicity, ex-Forest 
Commissioner of New Hampshire, ex-editor, ex-Minister to Greece, ex-Chairman 

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of the Committee on Resolutions that kept us out of war in 191 6, and at present the 
chief thorn in the side of Admiral Grayson, and at present and for some time, we 
hope for a long while to come, United States Senator, my pet classmate, George 
Higgins Moses. 

ADDRESS by Senator George Higgins Moses, A. M. 

MR. PRESIDENT, brothers of the Dartmouth clan, men who lack that great 
privilege, and my newly enfranchised fellow citizens in the gallery, I have 
been well warned, not so much by the brusque initial utterances of the toastmaster, 
who has engrafted onto the primitive manners of Wells River, Vermont, those of 
Chicago and the prairies of Illinois, as by the more highly diplomatic letter of 
invitation, a warning from the secretary of the committee of arrangements, and I 
know that tonight I am operating under the five-minute rule; that I am not to 
discuss any mooted question, that I am not to retail any of the backstair gossip of 
Washington, and that whatever I say will be submitted for immediate ratification 
without amendments or reservations. 

First of all, I want to congratulate the toastmaster of the evening upon some 
improvements which thirty years have brought into his resistant life. When I knew 
him more intimately, in daily association here, he did not seek his inspiration from 
the noble English of Johnny Lord's "History of Dartmouth College" and from the 
account of the inauguration of President Hopkins. He got it from the St Johnsbury 
Republican^ and his jokes were taken from its paragrapher's corner. His models of 
eloquence were those of the Columbian Reader No. 5. 

The presence of President Hopkins makes me a little reminiscent, because 
some years ago President Hopkins' father and mine chanced to be preaching in the 
same country town in New Hampshire, where they ministered to churches of the 
fifty-seven different varieties of the Baptist faith; and in that town to this day there 
is an earnest discussion with reference to the choice of sons of Baptist ministers to 
be presidents of Dartmouth College and to be United States Senators, and there are 
two active groups who think that a mistake has been made in each case. 

But I can shed some light for the toastmaster, even if the Passumpsic Railroad 
could not, on this academic question. A thing becomes academic when you remove 
it about three thousand miles from its original setting, put a silk gown or hat on it, 
or dress it up with other millinery. For instance, take this story that Dr. Nichols 
told as coming from Sir Bernard Partridge, but which really originated in 
Pompanoosuc, where, as the story goes, two local statesmen of the town were sitting 
on barrels in the village store and saw one of their fellows crossing the street. One 
said, "Why, there goes Eb. Eb isn't the man he used to be." And the other, speaking 
reflectively, "No, and, by gosh, he never was!" 

This much has been said to show that I am keeping the five-minute rule and 
also to relieve the apprehensive friend on the faculty who wrote to me 

I have come here simply as a loyal son of this College, and I think, of all those 

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The whose names adorn the program, I am the only one who can claim the full blood of 
Anniversary the Dartmouth family. No, I forgot the Dean. That is an undergraduate habit, as 

T)inner I understand it, forgetting the Dean in all the carefully planned schemes of alibi. It 
Address by reminds me of Lord Randolph Churchill, who thought he would upset the Salisbury 

Senator ini'^istry by resigning, because he thought there was nobody to take his place, and 

zygoses °^ ^^^ morrow he had to say, 'T forgot Goshen." 

If I were to make a speech, it would naturally be along the general line of the 
subject laid out for the evening's discussion, turning to the contribution which the 
College has made to the public life of the Nation. I am not thinking now of those 
great names that adorn our alumni roll, two of which were so fitly characterized 
this morning in that finished oration of Justice Stafford. I want to say to you. Judge 
Stafford, that I thank you from the bottom of my heart for the picture of that old 
Roman, Thaddeus Stevens, whom you held up before us, and who championed 
many a cause and who served his country so well. Nor yet am I thinking of those of 
another generation who adorned the public life of the country. I am thinking rather 
of that great brotherhood of Dartmouth men who have gone out to every corner 
throughout the land, who have steadied and held true the course of public events in 
their communities, and who have contributed so much to the sobriety and sanity of 
American thought and to the steadiness of American advancement. This College will 
stand here, I hope, for generations to come, to produce men of that type, standing 
here as a beacon on the hilltop — a hilltop which, despite the preacher of yesterday, 
shall not be leveled, even though it may lift the valleys up. 

INTRODUCTION by The Chairman 

A PECULIAR circumstance made Dr. Faunce a graduate and later presi- 
dent of Brown, instead of a graduate and possible president of Dartmouth. 
The Baptists did not reform their creed and practice quite as early as the 
Presbyterians. You will recall that some years ago at a Presbyterian synod — if 
that is the name for their meetings — a resolution was passed, after heated, not to 
say acrimonious, debate, by which it was "resolved, that hereafter infant damnation 
shall be taken out of the articles of belief." The motion or resolution was carried. 
Thereupon some quick-witted brother moved to make the resolution retroactive, 
which was also carried, and thereupon there was solemnly spread upon the record of 
the synod felicitations that the thoughtfulness of that brother in moving at the 
proper time to make the resolution retroactive had saved since the beginning of the 
world thousands of millions of children from damnation. 

Dr. Faunce, son of a Baptist clergyman; he was born in Cornish, and if the 
Baptists had only been as forehanded as the Presbyterians, and reformed their 
practice of making their preachers peripatetic tramps, he would have gone to Dart- 
mouth instead of to Brown. But he is just as welcome tonight, because we know 
that if it were not for that accident, he would not be visiting us in the capacity that 
he does. Dr. Faunce. 

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ADDRESS by President William Herbert Perry Faunce, D.D., LL. D. The 

MR. TOASTMASTER, Mr. President, ladies and gentlemen, I am always ^-Anniversary 
glad to come back into the State where I spent my boyhood, and I never J^^nner 
return on one of these "retroactive" journeys without an uplift of spirit. zAddress by 

Benjamin Ide Wheeler, formerly president of the University of California, told T*resident 
me that he was sent by his father to attend a New Hampshire school known to all Faunce 
of you. I said to him, "Why did your father send you there .^" And he answered me, 
"Father sent for the catalogues of all the eastern private schools and academies, 
and finally chose that one because it was advertised as being twelve hundred feet 
above the sea and seven miles from any form of sin." I don't know how high Dart- 
mouth is above the sea, but I know that it is not seven miles, not one mile, not one 
foot away from the chief problems that are now stirring and challenging the modern 
world, and this whole day has echoed with the fact that Dartmouth, geographically 
remote, is psychologically, socially, politically, educationally at the very heart of 
our American continent. 

I am proud to wear among my slender stock of honors a Dartmouth degree, 
and to be counted tonight in your fellowship. 

We have spent the day largely in talking of pioneers. We had our one hundred 
and fiftieth anniversary at Brown five years ago and discovered, what we did not 
realize before, that an anniversary is Janus-faced, that it looks forward as well as 
backward, — backward to the pioneers and forward to the land yet to be possessed. 

The story of the pioneers always stirs us for the battles yet to come. Some of 
them were the pioneers of civilization. They cleared the forests, built the cabins, 
subdued the rough, hard pastures or the virgin prairie, and built according to the 
need of their time. Their work is over. It does not now need to be done in this 
country again. Some of them were pioneers in education, and their story has been 
told again and again this last week. 

There were nine of our American colleges founded before the American 
Revolution — Harvard, William and Mary, Yale, Princeton, Pennsylvania, Co- 
lumbia, Brown, Rutgers, Dartmouth, — and every one of them today is alive and 
flourishing. You cannot kill an American college. It may meet with disaster; it 
may pass through stormy times. The history of every one of them is a stormy 
history, but their roots are so very deep in the life of the country that they cannot 
die. There is not the slightest danger that any one of those colleges founded before 
the Revolution will disappear while the Republic itself endures. 

Today that old pioneer work does not need to be done. We perhaps do not 
need any new colleges in America — at least, east of the Mississippi. What, then, 
is the work that now lies before us? 

It seems to me that our great need today is for pioneers who can blaze the 
path to that form of social co-operation and world organization which shall give 
us lasting, enduring peace. We need men who, in a time when the world is dis- 

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The tracted and upset, when the forces of anarchy and chaos are abroad, can show us 
^Anniversary how human beings of varying experience and capacity, of diversified ideas, can 

Thinner live together in an orderly community and co-operate for the good of the Common- 
^Jlddress by wealth. Surely in the colleges we may find that sort of co-operation, if we cannot 
'President ^"^ ^^ anywhere else in the country. 

Faunce ^^ need men who can lead us out of sheer individualism into social conscious- 

ness and into co-operative responsibility. When ye pray, say "our", says the good 
Book. 

It is not only when we pray, but when we toil, when we think, that we have 
to say "our." That case of influenza on the next street is our influenza, and if we 
refuse to check it, it will come stalking down the street to our dwelling and lay hold 
of those dear to us. The boy lost in the heart of a modern city is our boy; the girl 
of sullied womanhood is our girl, and we, as a part of the social order that tolerates 
the conditions that have produced her, have a responsibility in the matter, and 
must acknowledge our kinship and our duty. 

I believe, in the solution of the great problems now before us, we have need 
of bringing all the colleges of this country to a co-operation not attained hitherto, 
and that in the future all the colleges must come into a co-operation now hindered 
or obstructed by departmental division. It may be that the condition of our in- 
struction and our curriculum into these so-called departments constitutes one of 
the chief obstacles in the way of educational progress. Suppose an accident occurs 
on the Boston & Maine Railroad, that an engine is derailed, that an automobile 
has gone over an embankment, and that they send here to the college to find out 
the cause of the accident. Under what department would that come.^ Would it 
be the department of pyhsics or mechanics, which would be called upon to deal 
with the actual physical construction.'' Would it be the department of economics, 
because proper wages were not paid to secure proper workers, and therefore the 
accident happened.^ Would it be allied to the realm of history, because former 
accidents would have to be studied.^ Would it lie in the realm of psychology, be- 
cause of the peculiar working of the mind of the man to whom the accident was 
due? I claim that it would lie within the realm of every department of the college, 
whatever It cannot be assigned to some particular professor. It is a human prob- 
lem. Every department interested in human advance is concerned in some phase 
of that particular accident. 

Today it is no railroad accident, but something vastly greater which we are 
confronting. Humanity itself seems to have left the rails; humanity itself is getting 
out of the old grooves and bounding over the rough fields, with a threat of disaster 
to all concerned, and we are asked to study the problem. It is not a question of a 
particular department; it is a question that concerns the American college as a 
unit, to grapple with that problem of troubled humanity, trying to lead humanity 
back and place it again on the rails, where everything may again be bright before 
us and we may come to the city of our heart's desire. 

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We sent our boys in khaki and blue into the war with the benediction of the 
college, the blessing of the church, the approval of the government, the approval 
of every honorable citizen of America. I approved and you approved, and we 
blessed them and said, "Go, and God speed you." We sanctioned the application 
of force for the attainment of legitimate political and moral ends, and now those 
boys have come home and men in the world are saying, "You have given your 
sanction to force as a means of realizing a legitimate end, and now we propose 
direct action. We propose to use the force that, under your sanction and bene- 
diction, we have been taught to use, for our ends that are legitimate, as we think 
them." 

What are we going to do with that problem ? What are we, who have blessed the 
application of force as a necessary and right thing, going to do when men all around 
us are saying, "We will use force"? I believe that the colleges of the country are 
going to grapple with that problem, through the application of the social sciences, 
helping the Nation into that sense of corporate responsibility for the welfare of each 
single individual which alone can qualify us to be leaders of our time. 

I am sure, also, that the college is to lead us out of our provincialism into some 
sense of the relation of each one of us to the whole human family. 

I was travelling across the Pacific some few years ago, a thousand miles west 
of the Hawaiian Islands, sitting at the dinner table, when the telegraph boy touched 
me on the shoulder and delivered to me an envelope containing a message from a 
friend in one-thousand-miles-distant Honolulu. That message had come to me over 
the tossing waves of a stormy night and found me there at the dinner table. And in 
return I sent my message across the storm-tossed sea to my three-days-distant 
friend in Honolulu, and it instantly found him there. 

What does that mean.? It means that every single one of us is going to be in 
touch physically with every other man with whom he wants to be in touch, within 
the pale of civilization. What will it mean to the world when men throughout the 
world are brought together so intimately physically, if they fail to get together 
intellectually and in spirit; when one man's voice is audible to others around the 
world, and when a little later we will be able to look over the world and see our 
friends or our enemies, and yet, while brought together in that intimate universal 
contact, they are in spirit hostile and distant, and ready to tear each other to 
pieces.? 

Physical science can bring our bodies together, but only the college, the church 
and the social impulse can bring us together in spirit and in heart; and the great 
task of the college today is, through its democracy, to bring the souls of men as 
closely together as physical science is fast bringing their bodies together. 

What is democracy.? Democracy does not mean a dead level of mediocrity. 
Democracy on the hillsides around us does not mean that all the trees shall be alike 
and of the same height, but that the pine shall be the best pine it can and the oak 
the largest and best oak it can. Democracy does not mean that one man is as good 

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ISO Tears o^ Dartmouth College 

as another, but that we are to find out who the best are and put them in places of 
power. It does not mean that one man is as wise as another. Far from it. But it does 
mean that all men are wise enough to help select the wisest and to put them in 
places of responsibility. 

That is the sort of democracy for which the American college stands, and for 
which the Nation itself, through it, ultimately shall stand. 

Was it not Immanuel Kant who said, in memorable phrase, "We exist not for 
that which can be done through us, but for that which can be done in us"? Is that 
true.^ Those who say we live for that which can be done through us are the advocates 
of vocational training; specific education for the job. Those who say we exist 
for that which can be done in us are the advocates of culture, self-realization, 
personality. 

May this at least not be the reconciling truth? Nothing ever will be done 
through us in city or Nation except as something first has been done in us? And the 
college stands for doing something in us, so fundamental, so persuasive, so abiding, 
that through us something great and noble may be done for the life of the Republic. 
For that sort of education Dartmouth will stand, I trust, for another one hundred 
and fifty years, and enable all her fellow colleges to stand stronger because she is 
here. 

INTRODUCTION by The Chairman 

I WISH it were permitted me to say all that is in my mind and heart to say about 
the next speaker. Should we ever meet again, I will. Tonight my lips are sealed, 
and I can only say that for the past two years he has been Minister Extraordinary 
and Minister Plenipotentiary to everywhere, and then to somewhere else! Professor 
Frankfurter. 



ADDRESS by Professor Felix Frankfurter, LL. B. 

MR. TOASTMASTER, Dartmouth men, and President Hopkins, you may be 
surprised that I, too, claim kinship with Dartmouth, not simply by virtue of 
your generous hospitality, but by right. I have taken my Dartmouth edu- 
cation, as it is said in the vernacular, "out of course," and it had three 
stages. The first stage was in my days at the Harvard Law School, when my Dart- 
mouth classmates taught me that the art of life which is symbolized by the cele- 
brated barrel of New England rum is not indigenous to the Hanover hills, but may 
flourish, and did flourish with exuberance, on the banks of the Charles. That, alas! 
is a closed, or temporarily closed, chapter in education. 

My second stage of Dartmouth education was as a trembling lawyer before one 
of your most eminent sons, Judge Hough, who taught me the great lesson that 
encouragement is best where most is exacted. He, as you know, is a terror among 
evil-doers, and I think he assumes, or he did in my day, that all young lawyers are 
prospective evil-doers. During the time when I had the privilege of being before him 

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I could not but get benefit of such contact, perhaps through a process of osmosis, and 
he made me reahze what was meant by the phrase that one must be cruel to be kind. 
By that process, too, I hope I rubbed off something of the vigor of these hills. 

The last course of Dartmouth training was with your President, when we 
worked alongside of one another. I take it that I am not the only one who has 
experienced that subtle, almost unscrupulous talent of his, by which he gives you 
orders by seeming to agree with you. 

Therefore, Mr. President, I can lay claim to the fellowship of this company. 
And yet, just because I have that claim, and only that claim, you may wish me to 
tell you why Dartmouth is unique. The uniquity of this institution rests in the 
special affection it has for those who are Dartmouth men of the true blood. 

You will let me not say a word of congratulation or adulation, but just a word as 
to some of the convictions that are in me. It is a commonplace in these days to say 
that a goodly portion of the world is going through a class struggle; but one who has 
been on the border of the eastern European world cannot but have felt the existence 
literally of a class struggle. As you travel westward from the east there are grada- 
tions of class struggle, simply because, roughly speaking, there are demarkations in 
the classes. There are class struggles in Russia and from Russia onward in varying 
degrees, because society is, in fact, grouped into sharply defined classes, and it is not 
until you reach England that a real confidence possesses you that all is safe. 

Reference has already been made tonight to the railroad strike in Great 
Britain, and it may seem rather a hazardous judgment, in the light of that strike, to 
say that all is safe in Great Britain. And yet the very manner of the settlement of the 
strike, despite the alarm sounded in our press, the fact that he who is called "Little 
Dave," the Prime Minister of Great Britain, and Jim Thomas — who, I dare say, 
is and has been misquoted, — can sit down in Downing Street, and in good fellow- 
ship and confidence settle their affairs, is to me proof positive that all will be safe in 
Great Britain. If I may venture to make the suggestion, one of the strong reasons 
for the sturdy confidence with which the English look to the solving of the problems 
of their own country is due to the fact that in Great Britain, perhaps more than in 
any other country in Europe, there is being shown in dealing with the industrial 
problems — and the centre of gravity today is industrial — a larger percentage of 
disinterested thinking than in any other country, certainly in Europe. More minds 
pursuing that subject as President Nichols pursues his field of science, with enthusi- 
asm and disinterestedness, exist in Great Britain today than at least one observer 
who has studied the matter to ascertain the facts finds evidence of in any other 
country. 

The educated man in Great Britain is not within any one single class. The 
educated man in Great Britain is truly a citizen. In Great Britain, roughly speaking, 
we find the trained university man concerning himself not merely on the side of 
capital, not merely on the side of the government, not merely in the universities, 
but in the ranks of so-called trade unionism, as the disinterested guide in the solution 

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Address by 

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Frankfurter 



of these problems, which are recognized as a most difficult and perplexing challenge 
to the human mind. They are recognized not as belly problems, not as questions of 
dollars and cents or hours and wages, but as challenges to finding a new way to live. 

Lord Robert Cecil, the leading Conservative statesman of Great Britain today, 
in a very memorable document which appears in the Times ^ says: 

"Not until we realize that the searching beneath the surface by labor is not a 
question of hours and wages, but that behind it and beneath it lies a real passion for 
liberty, will we be in a mood to face the problem." 

As one who has been abroad during the war in various connections and who 
has been absent from this country for many months, I have experienced on my 
return, as I am sure that others have experienced, a new and a deeper affection for 
this land of ours, not because of any superior morality, but because of a wider 
vision, a freedom from entangling pasts. It is still the land of Emerson, the land of 
opportunity to solve problems. But some who have returned lately have been con- 
siderably surprised to find a country in panic, seeing spooks everywhere and red 
armies, if one may judge from the front pages of the newspapers. One had thought 
that the boast of the American was a justified boast, when he claimed a sense of 
humor, but one wonders whether we are not in danger temporarily of losing our 
sense of humor, losing the perspective which makes us laugh, when we see those who 
have not had the advantage of the experience that some of us have had frightened in 
this country where there is the least occasion for fright; this country where we have 
paid least and suffered least because of the ravages of war; this country that should 
be the country best prepared to meet the new problems and the still unsolved old 
problems. 

The contrast, as it appears to me at least, between this country and Great 
Britain, is that here there is an absence of participation of so large a percentage of 
disinterested and educated men thinking on industrial questions. There is an 
exhibition on all hands of the so-called practical side of capital and the practical side 
of labor, but there is a very uncomfortable feeling that this is not the affair of the 
college professor, not even, for the time being, of the college president. That, to my 
mind, is the least satisfying fact that I find on returning to this country. 

As President Faunce has just suggested, not until this problem ceases to be 
regarded as one of settled dogma, the answers to which are to be found in any of the 
books on political economy, but as a problem of social invention and significance, 
not until we realize that we have to find answers to these questions through reason 
and not assertion, not until we realize that the arena must be transferred from the 
field of contest to the field of conference, will we get out of this clamor of the present 
day. And yet, men of responsibility, of soberness, common sense and good humor, 
in other affairs of life, make dogmatic assertions in the field of social engineering 
that they would not hazard even on mechanical engineering. We hear assertions 
about hours, wages and collective bargaining, as though any and every person was 
competent not merely to form an opinion but to erect his opinion into a personal 

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principle or moral dictum. And yet, gentlemen, even so simple a question as hours of 
labor is not really to be settled around this festive board, but is a problem calling, 
as President Faunce has indicated, for the opinion and the advice of physiologists 
and economists, and even the opinion of those who labor; for our experiences during 
the war taught us to be cautious about dogmatic assertions even about so simple a 
thing as hours of labor, not merely the number of hours that will attain the greatest 
social good but the number of hours that will attain the greatest dead mechanical 
product. Even on so simple a thing science had better be listened to, science had 
better be consulted. And when you come to the more difficult problems of social 
relations in plant and industry, we should proceed even more carefully. For instance, 
we can well bear in mind what Lord Cecil said the other day, — that the railroad 
strike proved that the fundamental dream of labor, to which answer must be made, 
is not a question of hours or wages, but partnership in the enterprise, meaning by 
partnership in the enterprise not dividing the money income but sharing in the 
personalities that are invested in the business, partnership in the enterprise in the 
way an artist engages in the enterprise of producing a great factory or picture, 
partnership in the enterprise in the way President Hopkins understands so well, 
involving the tapping of the latent qualities in every human being, — when you 
come to the question of how that problem is to be worked out, you have to go very, 
very slowly, indeed. 

We can well look into what is being done on a small scale, experimentally, by 
the government of the United States, in the arsenals, along that line. That is really 
in the field of social invention, and success in that field, in an enterprise, demands, 
what is the prime requisite of successful invention, tolerance of mind, an attitude of 
mind that will be receptive, an attitude of mind that will recognize its own limita- 
tions, an attitude of mind that will be conscious all the time that the very fact that 
a theory is financially uncomfortable to us should subject it on our part to alert 
criticism. 

The human experience of all of us illustrates that even a tariff may be political; 
even the most worthy of citizens is circumscribed by the finitude of his own 
experience. 

We are confronting great questions, which can only be met greatly if we bring to 
bear a great good will, a great understanding, and the essence of all that is tolerance. 

That has been the trend of the exercises of the day. In the exquisite, intimate 
talk of Professor Bartlett this morning he cautioned us that the voices now in the 
air, which seem to us raucous, unpleasant, sometimes even alien, are voices more 
bewildered than vicious. 

You refer fittingly and beautifully in your ode to the torch kindled in faith by 
the Dartmouth leaders of one hundred and fifty years ago, in the wilderness. The 
light from that torch has blazed so far that it has been seen on the fields of France 
and Flanders. May that torch guide and illumine, with a passion and humility of 
truth-seeking, this whole country, 

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(lAddress by 

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1 5 o Tears of DARTMOUTH College 



The 

^Anniversary 

T> inner 

zAddress by 
T>ean Laycock 



INTRODUCTION by The chairman 

I AM not going to shut Dean Laycock off, but I must say that there 
is less excuse for him to speak tonight than on some occasions when I 
have heard him. His forte, as you know, is to restore a failing morale, and many 
times have we all been rejoiced that he was there to bring postprandial exercises out 
of the slough of despond. I have often thought. Dean Laycock, when I have heard 
you, that, if by any chance you were in a corner where you had to introduce your- 
self, you ought to do it in the words of the man who said: "My friends, let us con- 
template how wonderful are the works of Nature. The same Creator that made the 
mountains made the grain of sand. The same Creator that made the ocean made the 
dew drop. The same Creator that made me made a daisy!" 

ADDRESS by Dean Craven Laycock, A. M. 

MR. TOASTMASTER, honored guests, fellow workers of Dartmouth, and 
ladies and gentlemen : I have been thinking of an old story, and I never appre- 
ciated its full meaning until about five minutes ago. They say I am English. You 
know about the old lady who was told that the most unfortunate car in which to 
make a journey on a train was the last car, because a person in the last car was most 
liable to get hurt, and she asked, "Why don't they cut off the last car?" I have often 
wondered what the point of that story was, but I have thought of it tonight. I will 
let you make a guess as to what it was. 

The committee having these splendid exercises in charge asked me to speak 
last tonight, "because," they said, "when it comes to your turn there will not be 
anything else to say, and you can say it, and it will take only a minute." So I am 
going to take only a minute. 

The things that have been surging through our hearts, passing before our eyes 
and going before our minds through these days of celebration, are things that 
cannot be told. As one of the reporters who has visited our town within two or three 
days said to me yesterday, "I went to my room cast down because I was sent here 
to tell the story of the Dartmouth Sesqui-Centennial, and it cannot be told. There is 
a spirit about it, there is a strange kind of eerie feeling, that I cannot write about, 
and I cannot send my story back to my paper." 

Certainly those of us who have spent the larger part of our middle manhood in 
the shadow of these halls and in the service of this College have in these last few 
days felt through our hearts again, again and again, an unspeakable joy. Why.? 
Because, ever and anon, as these pictures have been flashed before us, they have 
brought to our minds historical and personal recollections and associations. We have 
seen the ox cart toiling up the valley, have had brought before us a picture of our 
first great leader, fighting in the wilderness, standing under the open sky in the early 
morning ere yet the sun had touched the tops of the giant pines around, calling his 
boys together with the conch shell, and raising in the forest the voice of prayer and 

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supplication. We have seen that. We have seen his successors coming down the Hne. 
We have seen the call to the sons of the College. Many of us have seen in the flesh 
that king among our number when in the early nineties he stepped on the platform 
in our College, and from that moment became a king indeed in Israel. And now, 
while we rejoice in the light of this wonderful day, he lies quiet, patient, the flash 
of the eye almost gone, his mind still clear, almost the last of his generation, and yet 
the king of them all! 

We come here, as it were, at the close of the day. One hundred and fifty years 
have gone their circle. We stand here, as some of us stood tonight as the sun was 
setting, and feel that somehow or other a complete day in the life of this College 
has closed. There is moonlight, music, rejoicing; there is inspiration, there is a 
solemn joy. But we must stand as they who wait for the morning, for every college 
should stand facing the east. 

I had thought to say a word tonight about our faculty and its part in the 
celebration and in the work of the College. I may limit myself to this one word, 
brought to my mind by a remark made to me by the good wife of one of our pro- 
fessors not more than three hours ago. I met her on the street as I went home to- 
wards evening, and she said, "These are the times when my husband feels out of 
it, because he is not a Dartmouth man." I said, "It ought not to be so." "Yes, but 
it is." I hope it is not. There is no room for hyphenates on the Dartmouth College 
faculty. There is no man who can stir my ire more quickly than the man who 
tells me I am a British-American. Thank God, no; I am an American. And, thank 
God, I am an American of British birth. And no man who comes here to Dart- 
mouth and gives his middle life and his later life to the service of the College, who 
has gone back and forth among us, who already shows the frost of the early autumn 
on his brow, who works among us day in and day out, giving service loyally to the 
College, should have that feeling. No, we are Dartmouth men, and I trust to God 
that never again will that be said in this village, except in the spirit of lightest banter. 

It seems to me the fundamental battle that the historic college has to make 
Is that it shah not be lured aside from the old historic ideas and purposes that 
have been tried and tested by time. All that we are trying to do in these old historic 
colleges Is to keep on in the old way, to see, if possible, it we cannot make men, 
armies of men, average, straightforward, sincere, sane citizens, and once in a 
generation producing the superman, fit for the super task. All the time we are 
trying to train these minds so that inferences, properly drawn, will lead to logical 
action, trying to create In the minds of these young men year in and year out a 
yearning for that knowledge that must become power, the knowledge that makes 
a man not only to know, but helps him to be. 

This seems to me to be our supreme duty, and this Is the duty that we must 
not shirk. 

We have no quarrel with the professional, practical or technical college, but 
if on this western continent we are expecting and hoping to raise a structure in 

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zAddress by 
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1^0 Tears of DARTMOUTH College 

The which order and law will sit enthroned perpetually above anarchy, where a new 

'Anniversary democracy will eventually emerge and where mind — trained, sincere, straight- 

'Dinner forward, clean, good — shall be master over matter, then an historical college, 

<iAddress by where we seek to train the whole man, mind, body, soul, spirit, intellect, will find 

T)ean Laycock ^^^^ ^^^ mission in the world is only just beginning. 

I wonder if some of those who have visited us in these days have thought that 
sometimes we were a little bit over-enthusiastic about our own College? I have 
wondered a great many times what was the best way to illustrate just the situation 
that a man is in when he belongs to a given college, when his life is wrapped up in 
it, and I think I found the illustration in a small paragraph in the newspaper last 
Sunday. On a certain morning three transports were due in Boston. The tug boats 
and passenger vessels, all kinds of vessels, went down to greet the returning soldiers. 
By and by over the horizon came the first vessel, crowded to the top. Sirens shrieked, 
whistles blew and banners floated in the air. On a certain tug boat going out to 
meet them, near the rail, stood a little, quiet, demure woman, still as death. Every- 
body about her was shouting. Finally the first boat came up about even with the 
tug boat, and all at once, as though galvanized into life, the little woman sprang 
up and shouted across the distance, "He is there! He is there!" And the hearts of 
mother and son sprang across the void and joined. And for the moment there was 
no other mother and no other son. The other millions who had gone did not count 
for the mother. But when the vessels landed, the boy took his place again as a citi- 
zen, and she remembered the rest. 

That is the way I feel about these days of rejoicing. We do not forget perpetu- 
ally that we belong to the great academic fellowship, that throughout the length 
and breadth of this land the colleges are doing their work, are carrying forward 
the banner of learning, and we pray that with them we may be enabled to bring 
about such results that education will be justified of her children. 

CONCLUSION by The Chairman 

JUST a word of congratulation and thanks for your patience and your unusual 
attention to these exercises. President Hopkins has been felicitated in all con- 
science to such an extent that I should not blame him now if he wanted to "facili- 
tate" the conclusion. There are within the room some of such tender years that, in 
the providence of God, they may live to attend the double centennial of Dartmouth 
College. If there are such of you, I hope you will tell those assembled there that, 
though your own knees may totter and your eyes be dim, the Sesqui-Centennial 
was certainly some celebration. And so, Ave atque vale^ hail and farewell ! Good night ! 
Good night! 

Thus closed the exercises. 



[i68 



I S o Tears of Dartmouth College 



THE EDUCATIONAL CONFERENCES 

DURING the afternoon of Monday, three educational conferences were held, 
to which all the regular delegates and guests were invited, and to which, 
further, certain educators and investigators had been specially bidden. The 
purpose of these conferences, it had been assumed, was to take advantage of the pe- 
riod of retro-spect and pro-spect, appropriately incidental to the celebration of an 
academic founding, for the joint discussion of new demands and responsibilities 
growing out of the war, and of new means of meeting them. 

These conferences were arranged for and conducted each by an alliance of 
several logically related divisions of the faculty. Thus the Divisions of Ancient 
Languages and Literatures, Modern Languages and Literatures, Fine Arts, and 
Philosophy combined in the discussion of "The Humanities, Old and New, in Col- 
lege Education." This conference was held in the French Room in Robinson Hall, 
under the chairmanship of Professor Charles Darwin Adams, Ph.D., Lawrence 
Professor of the Greek Language and Literature. The discussion was inspired by 
three papers, one by President Neilson of Smith College, one by Professor Irving 
Babbitt, of Harvard University, and one by Mr. Arthur Fairbanks, Director of the 
Boston Museum of Fine Arts. 

At the same hour the Divisions of the Mathematical, Physical and Natural 
Sciences were gathered , with their guests, in the Wilder Laboratory to consider "The 
Place of Science in the American College." Here the chairmanship devolved upon 
Edwin Julius Bartlett, A.M., M.D., Sc.D., New Hampshire Professor of Chemistry. 
Discussion turned on papers offered by Chief Engineer Jewett, of the Western Elec- 
tric Company, Dean Burton, of Massachusetts Institute of Technology, and Dean 
Magie, of Princeton. 

Bartlett Hall was likewise occupied during the afternoon by the Division of 
Social Sciences, which, under chairmanship of Herbert Darling Foster, Litt.D., 
Professor of History, gave consideration to the vital topic of "The Duty of the Col- 
lege in Training for Citizenship." The group of leaders consisted of Professor 
Frankfurter, of the Harvard Law School, President Butterfield, of Massachusetts 
Agricultural College, and President Meiklejohn, of Amherst College. 

In all cases the papers offered by the leaders provoked lively and interesting 
debate in which participation was quite general. So highly specialized, however, 
were these conferences that a verbatim record of them in this book seems hardly 
appropriate. Such record will, therefore, be reserved for subsequent individual and 
special publication when occasion demands it. 



The 

educational 

Conferences 



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